The future of mathematics education is here.

Read more! is a comprehensive, electronic textbook in mathematics for grades 7 through 9 in primary school (junior high school). Instead of the teacher having to adapt to the teaching material, the teacher is now able to modify the material to fit his or her own teaching. is a product from Finland, the country with the world’s best educational system, and it is created by award-winning teachers. The material follows the Finnish curriculum, which is internationally compatible. Read more »

New update: Mafitional exams! presents Mafitional exams! Revolutionary exams where it's possible to follow students' and classes' progression throughout junior high. The exams give detailed statistics about how the students have performed in the different sub-areas, and provides extra exercises if needed.

Check out the video for more information!

Case: Luostarivuoren koulu Luostarivuoren koulu

More and more schools start using every year, and one of our recently added schools is Luostarivuori school in Turku, Finland. We were interested in knowing how the users feel about using, and that’s why we visited this school to hear what the teachers and the students think about our math book.
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Comprehensive textbook in mathematics offers a comprehensive textbook in mathematics for grades 7-9 in accordance with the new Finnish curriculum (OPS2016) In addition to the common content, we offer a great deal of additional material and advanced content, and the students will always be able to access the materials of the previous and subsequent grades for repetition and more advanced studies. The material consists of history of mathematics, theory, assignments and electronic tests. The assignments are calculated in the students' own notebooks, however, the electronic multiple choice tests are made digitally on the site.


The material has been created in accordance with the student-centered teaching method. This means that the content builds upon the student's core competence. Exercises for problem solving are designed to present the problem just beyond the scope of the students' knowledge, giving the student the opportunity to engage in a new task by utilizing previously gained knowledge. A major part of this process is the discussions with classmates and the use of theory as well as the usage of Internet and other sources of information for learning new things. At the same time, when the student develops his or her mathematical skills, other skills such as collaboration, creativity and technical know-how are also developed.

Own responsibility and individuality

More and more is discussed about the student's own responsibility in the context of learning. has developed an exercise menu to support the student's work, whereby the student can access the theory related to the exercise directly from the assignment page. For each exercise, the teacher may choose to publish the answer as well as the step-by-step solution. This enables the students to work independently and at their own pace, and the teacher will have more time to provide individual guidance to the students.

At the end of each chapter there are more challenging exercises for the fastest students, and even the most enthusiastic students can find a separate extra chapter to be investigated.

A convenient search function

The convenient search function makes it easier to use all the accessible theory in learning. The search function can be found in the main menu, from where the previous theory, which may be needed in solving the problem, is easily accessed.


The students have the opportunity to mark assignments in three different colors: red, yellow, and green. The teacher defines the meaning of the colors: for example, red could mean a task where the student has had difficulties, yellow could mean a finished task, and green could mean task that has been finished and checked. From the assignment page, the teacher can follow the markings of the entire class from a table.

The chapters are also accompanied by a number of digital tests, through which the students can constantly follow the development of their skills. The teacher can follow the performance of his or her students and classes in real time, and through the markings it is easy to see where the students have had difficulties, so that these assignments can be checked together.

Formative assessment

In order to enhance learning, the student should meet certain criteria. Among other things, the student should be able to co-operate, to work independently and to use theory and technology. For this reason we have developed an evaluation tool that has a pre-set evaluation matrix, and which can be adapted to the teacher's own wishes and needs. This evaluation model can be used by the teacher to provide continuous, concrete feedback on the student's work. For example, all the areas, which the student must meet during the class, can get points 0-2. At first all students have full score on each of the areas in the matrix, and when the student is unable to meet the requirements of a certain area, the teacher can tell why the requirements are not met, and then lower the points of this area. This evaluation can be used, for example, in forming the evaluation of the lecture activity when defining the grades for the diploma.

Digital whiteboard

Many studies have proven that formative assessment improves the understanding and skill level of the students. This is why wants to offer teachers a tool that can smoothly incorporate formative assessment in the classroom. We offer, for example, a digital whiteboard that can be used to quickly get a real-time response from all students to the question posed by the teacher. In order to involve all students, each student has an own whiteboard on his or her account to which the student writes his or her response. The teacher can simultaneously see the whiteboards of all the students, and can instantly pick up any problems or misunderstandings in the classroom.

Ease of use

The material has been created to work with any device. You and your students access the material on a computer, phone, and tablet - anywhere and anytime! Therefore, the school does not have to acquire new IT equipment for students, as they can use their own personal devices, such as their phones.

Editable material

In our opinion, the teacher should be able to fully influence the content of the teaching material. With, you have the possibility to edit, delete, add and move all content so that the material is fit for your teaching. In practice, this is done so that you get a copy of the content which you can customize to suit your needs. Your students will see your version of the content. can handle a variety of curriculums. The material is automatically adjusted to match with the curriculum that your school is using, to optimize your work pace.


The system is designed to be used in electronic format to get rid of unnecessary paper prints. However, we offer the possibility to create elegant handouts of either the entire content or part of it, easily and effortlessly. The handouts have automatic page numbering, table of contents and answers for tasks, and the appearance of the handouts can be customized to suit your needs.

Shared exams

Creating your own exams and assignments is easy, thanks to our handy exam-editing tool. You can easily create PDFs of your exams that automatically output the assignment points. You can also see what kind of exams has been created by other teachers using Exams created by others can be utilized either in their entirety or by copying individual assignments into your own exams.

Smooth login

We want to offer teachers the easiest way to manage their users. This is why we have created an automatic user management, so the teacher or students do not need to worry about registration or login details. All users sign up and login to the system using their existing accounts (Facebook, Google or Microsoft accounts) - so users do not have to worry about forgetting passwords. The teacher only needs to create an individual class to students and give the class a single-use password that they will use when logging to their class during the first sign-in session. Students log onto the system using their own Facebook, Google or Microsoft accounts, after which they choose the right class, enter the single-use password, and then everything is ready! Students are automatically joined into the right class, and after the first sign-in, they no longer need to use the single-use password, as they are automatically signed in to the right class through their own Facebook, Google, or Microsoft accounts.

User accounts

Various clever user accounts allow guardians to be added to the system, so they can follow their children's performances and familiarize with the teaching material. Teachers can also add special teachers, substitutes and assistant teachers to the system, and one person may have multiple user roles. It is therefore perfectly possible to be a teacher in one class and a guardian or an assistant teacher for another class at the same time - the system will ensure that user roles are created smoothly and automatically.

Here is where the future is created. Dynamic teaching. is a service created by William Barman and Sebastian Laxell.
William is working as a lecturer in mathematics and information technology in a Swedish-speaking junior high school in Karjaa, and he has worked hard in recent years to create teaching materials and a curriculum, which are in accordance with the student-centered teaching method. William has created all the content in - everything from the theory to the exercises and digital tests!
Sebastian has worked as a lecturer in mathematics and information technology. He has over 15 years of experience in web development, programming and website design. Sebastian has designed and programmed the digital platform that hosts the service. has been translated to English from the Finnish site. The site has been translated by M.Sc. Anna Hellén.

Thanks to the grants and scholarships from various funds, we are offering service for the time being completely free! If the service sometimes becomes feeble, it is our basic goal that the service is more affordable than traditional teaching materials.

If you have any questions about this project, you can contact us via the form below.

What do the students say?

"The Mathematics page has been phenomenal!‚"
"Theory is easy and quick to read"
"Some tasks at the end of the chapter have been impossible to solve, but it does not matter."
"It's fun to use this page also because not having to carry books to school."
"This page is a good idea!"
"I've gradually started to get used to this phone / internet method which we started to use during the 8th grade, and now I prefer to use my phone to something 'useful' than just sit and calculate assignments from a book, which doesn't even have examples of solutions."
"I'm going to high school, and I think that you, or someone of your colleagues, should create an app or a website for high school students, because so far your site has been the best way to learn."
"When I got into this new system, I started to learn well and got used to this new system very quickly. I can say that I prefer to look at the assignments from my phone screen rather than from a book." and in the media

Register as a teacher

Starting to use is completely free. Below you will find a list of registered schools that can directly start using the service. Register to the system by selecting your school, and press "Continue". Is not your school included in the list? Fill in your school's information on this form and we will add it to our system.

You will need a Google, Facebook, or Windows Live account to be able to use the service.

Students access the service by clicking Login on the top right corner.

Questions & Answers

Starting is very easy. Below you will find answers to the most common questions concerning registration. After the registration, you will find more tips under the Help menu.

Thanks to the grants, which we have received from foundations and funds, we offer free of charge! If the service ever becomes feeble, it is our principle that is always cheaper than the traditional teaching materials.
You may register as a teacher on this front page either from this link or by selecting Register from the top of this page. From the opening page, you must first select your own school and accept the user terms, which is followed by a qualification test (a short test stopping students who are accidentally registering in the wrong way). After the registration you will login to the service in the same way as the students, i.e. by clicking on the button "Login" in the upper right corner of the front page. You can also easily login through
After you have registered as a teacher in the service, it is time to set up at least one class. When setting up a class, you will need to specify a single-use password, which the students will use when logging in for the first time. Students sign up to the service directly via the "Login" button. The students choose to login using one of their accounts: Google, Facebook or Microsoft. After that, they choose their own school and class and enter the single-use password defined by their teacher. The registration is then complete, and in the future the student only needs to login to the service via their Google, Facebook or Microsoft accounts, the single-use password is no more needed.
To use the service, you need a Google, Facebook, or Microsoft account. You do not have to worry about creating new user IDs and passwords, as teachers, students and other users of the service log on to the site through an account they already have. Please note that will never see, save or otherwise access the student's login information, but we reserve the rights only to one of the service provider's login information. We also do not maintain the rights to make, for example, publications on Facebook accounts.
We will be happy to attend the schools and introduce, the student-centered teaching method and the use of technology in the classroom! You may contact us via the contact form below, so we can agree on practical arrangements.


Here you can get tips on how to start using and how to take advantage of the different tools, which the service provides, in the classroom.

We recommend that you start using at the beginning of grade 7, as the teaching material is designed so that the student is constantly using knowledge, which she or he has learned previously, in learning new things. However, it is possible for a teacher to test the system with any grade, to see what it is like to work on the site, but then the most appropriate chapter or sub-field needs to be selected. For example, in the eighth grade, chapters that can easily be used for testing the service are the number theory, percentages, numeral sequences, statistics, combinatorics and probability calculations, while in the grade nine, students can focus on topics which are useful for further studies. Such chapters are, for example, vectors, inequalities, and quadratic functions.

To get to know the site, to familiarize yourself with it, and before starting a larger chapter, you can start with the chapter "Cryptography" which is found in the "Extra" grade. The cryptography chapter can be performed during one lesson and does not require any prior knowledge. For example, you can let students to familiarize with the chapter and calculate tasks in groups while taking support of the theory found in the chapter, whereupon the students will notice that working together with classmates' and with the support from the theory, they can learn math.

Tip: By activating the edit button, you can move the Cryptography chapter to the beginning of the class 7, so it is easier for students to find it.
There are two assignment groups in the chapters. The idea is that the students first finish "Assignments" and then "Miscellaneous assignments". There are a lot of exercises in the "Assignments" section that exercise the students to routinely handle the newly learned things, but there are also tasks that require creative problem-solving skills that enable students to explore the content of the chapter together with classmates.

When students have learned the content of a chapter, it's time to increase their self-confidence and routine in calculating their assignments. This is why students are allowed to recalculate the chapter in the "Miscellaneous assignments" section. At this stage, it is easy for the teacher to let students calculate exercises independently at their own pace. At the end of the assignment section, there are more challenging exercises that hamper the fast pace of the fastest students, and thus give the teacher the opportunity to concentrate his or her attention on those who need more help.
The exercise view is designed to provide students with a comfortable working environment and to support students learning. Below you will get more information about the different functions of the exercise view.

Mark the exercise
When students are calculating exercises, they can mark the exercise with three different colors: green, yellow, or red. The teacher can decide what each color means, but one suggestion is that red means difficulty in the exercise, yellow means finished but unverified exercise, and green means properly done and revised exercise. In this way, the student knows which exercises have been calculated and he/she receives a reminder that unclear exercises should be checked.

Solutions / answers
All the exercises in the system have answers but also detailed, step-by-step solutions, which the teacher may choose to publish for his or her students. This makes it possible for the student to check his / her own answers, and in this way the student learns to take responsibility for his/her own learning. Also absent students have the opportunity to independently check what they have missed during the absence.
At the beginning of a lesson, for example, the teacher may publish solutions for potential homework assignments or publish solutions at the end of the lesson, so that students can review their calculated assignments quickly and easily.

Theory is a great support when calculating mathematics. This is why the exercises in are linked to the correct theoretical section. This means that the new theory, which is needed to calculate an exercise, can easily be accessed through a click of a button directly below the exercise. In this way, it is easier for a student to solve new kinds of problems and, at the same time, students become more independent.
Several digital tests are available in a chapter. After calculating the chapter, they allow a quick way to check that the student has understood and mastered the content of the chapter. With the digital tests, the teacher can also follow the student's learning in real time.

In the settings to the digital tests, the teacher can enable the students to make the test more than once (this is usually preferred by the students, especially when repeating to an exam). In the setting is it also possible to determine whether the student will see the wrong and correct answers after the test has been done. The idea behind this is that if the tests are done as homework, then students do not necessarily have to see which answers have been wrong, as this can be discussed during the next lesson, for example, in groups. After that, the students make the test again and hopefully they will all get a 100% grade. The teacher may then choose to publish the correct answers, so the students can correct any false answers.

The points in the digital tests work so that each question can have one or more correct answer. For each correct answer the student get one point, and one point is subtracted for each wrong answer, but the total score for one question can never be less than zero points.
Whiteboard is an excellent tool for formative assessment and has amazing usage possibilities. In order for the teacher to have complete assurance that all students have followed the lesson and have understood the topics which have been discussed, the teacher may pose a question to the students on his/her own whiteboard. The teacher's question is visible to all students and the whiteboard is updated in real time. After that, students can answer the question on their own respective whiteboards. The teacher sees all the answers simultaneously and can then easily monitor whether the students have understood the topic, and has thereafter the opportunity to correct possible misunderstandings.

This tool can be used, among other things, to check whether the content of the previous lesson has been understood or when you are teaching something completely new. Instead of asking the students individually, whether the thing has been understood, the teacher can now address the question to the whole class at once, so no one can hide behind a desk! When it is compulsory to answer, the student is particularly careful that the given answer is correct, and this will create discussion in the classroom. However, if the given answer is wrong, the student is more interested in hearing the correct answer.
As knowledge is a direct result of how actively one is working with and processing new information, we want to provide a tool that can encourage the student to work actively during lessons. This is why we have developed a tool for the teacher to assess the student's work through things such as collaboration, the use of theory and technology, and advanced problem solving skills. The idea is that the teacher can continuously give concrete feedback to the student about the sub-areas within which the student could further develop his/her skills. If the student is able to meet the requirements of the sub-areas, he/she will also learn the new content while developing the important skills, which are needed in postgraduate studies and in working life. If the student is unable to meet the requirements of a sub-area, the teacher can discuss with the student about the issues the student should work with and thus give concrete feedback to the student.

Each sub-area could give, for example, 0 to 2 points. All the students start with full points for each sub-area, so they work to keep these points. If, for example, a student is unable to use technology properly during the lesson time, i.e. he or she plays with the phone instead of working with it, the teacher can discuss how this behavior does not support learning, and then lower the score of the technology sub-area from 2 to 1. It is important that the teacher has together with the students developed and agreed on clear rules of how to work during lesson time and of the basics of assessment. Once the student has clearly demonstrated that she/he has improved his/her work and fulfilled the requirements of the sub-area, the teacher can raise the points of the sub-area in question. In this way, the student gets continuously feedback on his/her lesson time activity and, on the other hand, activity constantly influences the student's grade.

This provides an easy base for discussion of desired / unwanted activity and the student can constantly see the effects of his / her lesson time activity as a decreasing / increasing grade. At the same time, this tool provides a concrete way to take lesson time activity into account when defining the students' grades in their diplomas.

For example, activity may account for 50% of the grade in the diploma and the activity rating can be calculated according to the percentage scale. One proposal on such a percentage scale can be found in the teacher's materials.


William Barman is writing a blog (in English) about pedagogy, teaching, and using You can find his latest blog posts below.

The time has come to improve exams - 03.11.2019 14:01
What purpose does report cards have in the modern school? - 13.01.2019 17:51
Den missförstådda digitaliseringen - 26.11.2018 17:03
Väärinymmärretty digitalisaatio - 26.11.2018 17:03
Math and tea - 07.10.2018 12:55
Are tests necessary? Part 9 – Final results - 30.05.2018 14:28
Are tests necessary? Part 8 – Results(2) - 29.04.2018 13:37
Are tests necessary? Part 7 – Results(1) - 11.02.2018 15:14
Using digital teaching material is only positive - 21.01.2018 15:13
Are tests necessary? Part 6 – Midterm checkpoint - 03.12.2017 17:01

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