Khan Academy is a fast-paced, nonprofit startup on a mission to provide a free, world-class education for anyone, anywhere. We already reach millions of students every month and are growing rapidly. We’re building a library of world-class instructional and practice resources that empowers learners. Whether they’re studying matrices, mitosis, Marbury v. Madison, or multivariable calculus, we want to offer students the resources to realize that they can learn anything. We’re seeking a Math Content Creator to help expand and improve our elementary math content.
This is a temporary position for 3-6 months with the flexibility of 20 to 40 hours per week.
- Taking a comprehensive view of each course, determining where content may need to be added, changed, or removed to create a smooth progression or a more cohesive narrative
- Creating new content and/or editing content as needed to improve quality based on quantitative data and feedback from users and experts
- Working closely with the rest of the math content team to ensure high quality work overall, e.g., peer review others’ work, share best practices, help brainstorm ideas
- Strong command of K- 8 math with a particular focus on grades 3-5
- Experience creating learner-facing content, ideally in an online environment independently or for an agency
- Great intuition for how students learn math and insight into common misconceptions
- Experience working with Common Core State Standards
- Classroom teaching or tutoring experience
- Meticulous attention to detail, excellent time management skills, and impeccable written communication skills
- Computer skills (e.g., familiarity with Google docs) and a willingness to learn how to use new tools
- A passion for education and a desire to change the world
- Attach your resume below
- let us know why you’re interested in this role
- share any experience you have teaching K-12 math (formally or informally), writing math problems for assessments, and/or using Khan Academy
- briefly describe your experience writing math content outside of your school setting.
- Address the following prompt in the space provided below:
We believe that reaching all learners requires a team that is diverse in every respect, and we are looking for individuals who will help us fulfill our mission by adding to the diversity of our team’s experiences, perspectives, and mindsets. With that in mind, tell us briefly how your experiences and perspectives - whether personal, professional, academic, or in your own classroom - would contribute to the diversity of our team and our ability to understand and address the needs of all learners.
- Complete the task described below and attach your response to your application
We strive to create a body of tasks which will allow us to accurately teach, assess, and represent a student’s mathematical knowledge state. Mastery of any piece of mathematics wraps together conceptual understanding, procedural fluency, and real-world application. For this task, we will focus on conceptual and application.
- For one of the standards below, write one multiple choice assessment question with a step-by-step solution that assesses a student's conceptual understanding. If necessary, include descriptions or drawings of any diagrams or interactions that would be helpful.
- 3.NF.A.3b: Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, (e.g., by using a visual fraction model).
- 4.NBT.A.3: Use place value understanding to round multi-digit whole numbers, less than or equal to 1,000,000, to any place.
- 5.MD.C.3a: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
- For one of the standards below, write one multiple choice assessment question with a step-by-step solution that assesses a student's real-world application understanding. If necessary, include descriptions or drawings of any diagrams or interactions that would be helpful.
- 3.MD.D.8: Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
- 4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
- 5.NF.B.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
We are committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, or Veteran status.