A1 Level – Elementary
1. Can you count to ten?
2. What is a big number?
3. Do you like math?
4. What is your phone number?
5. Do you remember birthdays?
6. What is a small price?
7. Do you use money every day?
8. What is a time (clock)?
9. Do you like puzzles?
10. What is a lucky number?
11. Do you use a calculator?
12. What is a date?
13. Do you think numbers are everywhere?
14. What are three ways you use numbers?
15. Do you think math is difficult?
A2 Level – Pre-Intermediate
1. What is the difference between counting and calculating?
2. Why are big numbers important for scientists?
3. What are the good things and bad things about relying on calculators?
4. How can you use numbers to manage your money?
5. Should all students learn complex math?
6. Why is it important to know basic percentages?
7. Do you think numbers can tell the whole truth?
8. What is the purpose of statistics?
9. How does technology make it easier to deal with large numbers?
10. What is the difference between a digit and a number?
11. Do you think some people are naturally better at math?
12. What are the problems when numbers are used to lie?
13. When is the best time to check the numbers on a big bill?
14. What are two types of numbers used in science?
15. How does a knowledge of numbers affect smart shopping?
B1 Level – Intermediate
1. What are the rules for politely discussing numbers like salaries or ages?
2. How does the economy of a country rely on complex mathematical models?
3. Should the government be forced to simplify all official statistics?
4. What is the difference between an estimate and an exact number?
5. Do you believe that math is the universal language?
6. What are the challenges of understanding very large numbers (like billions)?
7. How does a lack of numerical literacy affect personal finance decisions?
8. What is the idea of “binary code” (0s and 1s)?
9. Is it fair or unfair when students struggle badly with math in school?
10. How does the use of numbers help us predict future events (like weather)?
11. What are the steps for properly calculating compound interest?
12. What is the value of spending time on difficult math puzzles?
13. Should public media always show the context for large statistics?
14. What are the reasons why some people feel fear or anxiety about numbers?
15. How does the history of mathematics change the way we see the world?
B2 Level – Upper-Intermediate
1. What are the social pressures to appear good at math or finance?
2. What are the moral problems when statistics are manipulated to support a political view?
3. How does constant exposure to big numbers (e.g., national debt) affect people’s sense of scale?
4. Should teachers be legally required to show the real-world use of math problems?
5. Analyze the psychological effect of confronting the mathematical vastness of the universe.
6. Who is responsible for ensuring that financial markets are mathematically sound?
7. What is your view on the practice of using algorithms to make major decisions (e.g., loan approvals)?
8. Evaluate the role of numbers in proving or disproving scientific theories.
9. How does the concept of “big data” rely on the ability to process massive amounts of numbers?
10. Discuss the concept of “confirmation bias” in the context of interpreting statistics.
11. What are the problems with having very different ways of counting or measuring things globally?
12. What are the legal differences between a calculated financial error and fraud?
13. Do you agree that the purpose of math is mainly to describe the physical world?
14. What steps should be taken to ensure that numbers are used ethically in journalism?
15. How does the discovery of complex mathematical concepts (like calculus) change human history?
C1 Level – Advanced
1. Is it fair that mathematical ability often acts as a gatekeeper for high-paying technical jobs?
2. What is the right way to think about a scientist’s moral duty when their numbers support a harmful policy?
3. How do the platform’s algorithms influence the type of financial or health numbers that people see?
4. When should the government impose strict rules on the collection and use of statistical data?
5. What are the moral questions when we talk about using complex numbers to obscure simple truths?
6. How does the focus on purely quantitative data affect the value of qualitative human experience?
7. Discuss the impact of major financial crises on the public’s confidence in economic numbers.
8. How should leaders use complex numerical models to make fairer decisions about resource distribution?
9. What is the idea of “Gödel’s incompleteness theorems” and its philosophical impact on mathematics?
10. What are the long-term effects on society when fewer people understand basic probability and statistics?
11. What are the difficulties when courts try to decide if a computer algorithm made an unfair numerical decision?
12. How does the search for numerical precision conflict with the need for human context and empathy?
13. Do you agree that the most important thing is the philosophical basis of mathematics, not its utility?
14. What are the simple moral rules a person should follow when they create a misleading data chart?
15. Should the government set a legal minimum for the amount of mathematical education required for all voting citizens?
C2 Level – Proficiency
1. What is the real difference between a number’s symbolic value and its measurable physical reality?
2. Debate the idea: Should we completely eliminate standardized national testing in mathematics?
3. How does the concept of “infinity” change the human idea of time and space?
4. What laws or rules are needed to control how companies use predictive numerical models of human behavior?
5. How do historical views of numerology and fate affect modern public trust in complex statistics?
6. How can communities maintain their independent analysis when all news relies on complex numerical data?
7. Argue the point that humans should stop all attempts to quantify subjective experience (like happiness).
8. What protection should laws give to consumers who are harmed by mathematically flawed financial products?
9. How can we stop the problem of using complex numbers to create a false sense of certainty in science?
10. What did old thinkers say about logic, reason, and the mathematical harmony of the universe that is still important today?
11. What will happen to the need for human scientists if AI can perfectly solve all mathematical problems?
12. How do people use the idea of “the numbers don’t lie” to avoid discussing human ethical choices?
13. How does the experience of studying advanced mathematics improve a person’s abstract reasoning?
14. What is the power of international organizations to set global standards for statistical transparency?
15. If scientists could perfectly quantify every aspect of human life, how would that fundamentally change human freedom?
