I need to add a library path name to get an old style package .lib to run. Currently a have to manually add the path. How do I solve this?
Also should the package be convverted to .mla type?  What is the difference?

Edit;- I am using windows 10

Download 2026-09-06_Q_Library_path_Clifford_Test.mw

Hello,

Under Windows 11 Pro the GUI of Maple 2026.1 stuck Maple totally.

I can't even open a new document.

In Maple 2026.0 everything was ok...

This .1 release is unusable on my computer. I didn't dare to ask until today.

Open windows task manager I see that OpenJDK platform binary is the culprit.

Then.. I do NOT know what to do.

If someone has an idea I will be very happy.

Thanks and best,

Jean-Michel

I could not figure out why Maple does not return tanh. Instead a complex valued function for real arguments is returned. This is not recent. I tried down to Maple 2020.  Is that correct?

Download Integrating_D_tanh.mw

Hi everyone,

I am experiencing what appears to be a problem with Numeric Formatting in Maple 2026.

I have a worksheet where I calculate a numerical value using evalf, for example:

evalf(1 - (3.7*90)/(10.4*3600))

which returns

0.4663461539

When I select the output and use the Context Panel → Numeric Format, for example:

• Percent
• 2 decimal places

the preview in the math container changes accordingly (e.g. showing something like 0.45), but the actual numerical output below still displays as

0.4663461539

Changing the number format, decimal places, scientific notation, etc. seems to have no effect on the displayed output.

Even if not using  evalf.

Is this the expected behavior in Maple 2026?

• Does Numeric Formatting only apply to certain types of expressions or math containers?
• Is there a known issue with formatting numerical output generated by evalf?
• Am I missing a setting that enables formatting of worksheet output?

I have attached a screenshot illustrating the problem.

Any help or clarification would be appreciated.

Thanks!

I would like to calculate a definite integral in the attached file. Doing so numerically is straightforward. However, a symbolic approach initially fails due to three points of discontinuity in the integrand. Yet, these points can be remedied by taking limits. How can the domain in Maple be extended using these limits to achieve continuity across the entire domain?

testint.mw

I would like to solve a differential equation using a series expansion in the attached file for practice purposes. How can the number of terms in the series solution be adjusted? I couldn't find anything about this in the help text.
BTW:
The differential equation is exceptionally tricky for a symbolic solution ;-) .

testdgl-1.mw

If you teach with Maple, this one's for you.

You already know Maple as a place where students can explore, visualize, experiment, and work through problems in ways a static worksheet or textbook can't match. Maybe you've built worksheets, explorations, or activities you use year after year. What you haven't had, until now, is an easy way to assign that work directly to your class and see how students are actually engaging with it while they work.

That's what Maple Classroom is for.

In the age of AI, students can produce polished, correct-looking work more easily than ever. A right answer doesn't tell you much about how a student got there, where they got stuck, or whether they're actually building understanding. The goal with Maple Classroom is that now you can see how students are approaching a problem — not just what they submitted at the end.

Maple Classroom lets you create, assign, observe, and respond, without ever leaving Maple. You can create a class and enroll students with a class code, then assign activities for use in class or independently outside it.

Imagine doing a quick poll in class, or assigning a reasoning task as practice, and seeing all the different approaches students took to solve it — not just who got the right answer, but how they got there, where they got stuck, and what that tells you about where the class stands.

You can even define a rubric that tells the AI Assistant what to look for, and let it summarize how students approached an activity and where they landed.

Maple Classroom isn't an LMS or a grading system. And you don't need to rebuild your course materials to use it — it's an added layer on the Maple experience you already teach with, giving you visibility you didn't have before.

Maple Classroom is available now as a Technology Preview for Maple 2026. If you're teaching with Maple, give Maple Classroom a try with your students and let us know what you think — your feedback will help shape what it becomes.

Maple Classroom requires Maple 2026 and an active Elite Maintenance Program (EMP) subscription.

After starting Maple

I then tried simpler prompts like "Hello", simplify(x),...

For all prompts I get the same error message.
I am not a frequent AI user but this is the first time I see that.
Has anybody else experienced the same?

Can someone send me a prompt that should work?

(Model type was Simple.)

Update:

It seems that this error occurs, when a second instance of Maple 2026.1 is started and AI is consulted in this instance. 

In the attached file, I have solved an ordinary differential equation implicitly. The simplification that is obviously possible using "simplify" is not being performed. Furthermore, "implicitplot" is not working either. I would appreciate some advice.

test.mw

I have an expression that is an infinite sum with coefficients that are generated recursively (I apologize for previously posting the wrong formula--I corrected it on Aug 28).  I've tried to evaluate it and similar expressions in Maple  but keep getting error messages.  Any suggestions?

Can the AI Assistant in the Maple 2026 GUI be configured to use Anthropic's Claude Max plans, local AIs (e.g., via LM Studio), or other providers?

I am only occasionally using Maple versions with the new ribon user interface and noticed about 2 weeks ago that I cannot interrupt for loops under these interfaces. For example this one

for i to 1000 do
    i^i;
end do

I re-run the code today (after installing windows updates) and could interrupt before the screen was filled with output but not after executing the code a second time (without restart).

Is that reproducible on other installations?

Are there other commands that cannot be interrupted? 
If that is known, are there workarounds?

Update:
I have restarted Maple and have two worksheets open with the same code. I can repeatedly interrupt in one worksheet but not in other

Could anyone tell me what type of matrix normalisation this is and it it built into Maple? I found this in a paper and Google AI said this is the process of normailsation being used.

Download 2026-08-14_Q_What_Type_of_Matrix_Normalisation.mw

You are hosting a big party tonight and prepared 1000 bottles of wine. A spiteful neighbor sneaks in and poisons exactly one bottle. The poison is colorless, tasteless, and takes about an hour to take effect and kill. Your party also starts in an hour, and you don’t want to throw all the wine away.

You have 10 mice and time for only one round of tasting. In that round, a mouse can taste from any number of bottles. How can you identify that single poisoned bottle among 1000?

Pause here and try to solve the problem yourself!

An obvious solution might be to group the wine into 10 batches of 100 bottles and have each mouse drink from one batch. But if a mouse dies, you have only narrowed it down to 100 bottles, and there is no time for a second round. Whatever test you run, you only get one shot.

A 300-Year-Old Idea

Some background information before we solve the problem.

In 1703, Gottfried Leibniz published a paper describing how every number can be written using only two symbols: 0 and 1. To him, the concept felt almost divine – an entire universe created out of nothingness and unity. But for over two centuries, binary remained an idea trapped on paper.

Everything changed when a young engineer named Claude Shannon realized that 0 and 1 map perfectly onto the physical states of an electrical switch: off and on. That single insight laid the groundwork for digital circuits, eventually powering every smartphone, laptop, and text message on the planet.

Yet binary is more than just how machines store information. It is a way of extracting information.

0 and 1 not only reflect the underlying logic of switches, but they also correspond to every yes/no question you ask: “did this mouse die, or not?”. And 10 binary digits can cover 2¹⁰ = 1024 different possibilities.

The Solution  

Step 1: Relabel the bottles in binary

Write each bottle’s number, 1 through 1000, as a 10-digit binary number, padding the front with 0s. For example, bottle 17 is 10001 in binary, so its label becomes 0000010001. Every bottle now carries a unique 10-digit barcode of 0s and 1s.

Step 2: Assign each mouse a digit

Line up the mice and assign each one a digit: mouse #1 owns the leftmost digit, mouse #10 the rightmost. Then, run the tasting by the simple rule of a mouse drinks from a bottle if and only if its digit in that bottle’s label is a 1.

For bottle 17, only mouse #6 and mouse #10 take a sip. No two bottles are sampled by the same combination of mice; each bottle’s binary label is its unique drinking pattern.

Step 3: Read the answer off the casualties

One More Sip

Before you pop the corks, one last question: was the binary system essential here, or could we have used a different method?

Here’s a food for thought: suppose your neighbor used a cheaper poison that kicks in 30 minutes instead of an hour, now there is time for a second round of tasting.

Now each mouse has three possible outcomes instead of two: dies in round 1, dies in round 2, or survives. Binary is the wrong language here; you want base 3.

The scheme goes as follows. Label the bottles in base 3, give each mouse a digit position, and follow one rule: if digit 1, drink in round 1; if digit 2, drink in round 2; if digit 0, sit out. Each mouse’s fate is its digit on the poisoned bottle’s label.

That is the lesson hidden in the wine cellar. The binary system is more than the foundation of our telecom network, it is also a way of thinking – a reminder that any question, no matter how large, can be answered by a patient sequence of yes and no. You walked into an impossible evening with ten mice and walked out with 999 bottles of perfectly good wine.

Enjoy the party.

In late July, the International Congress on Mathematical Software (ICMS 2026) came to the University of Waterloo and Wilfrid Laurier University. Maplesoft had the privilege of sponsoring this year's event, and on the first evening of the conference we opened our Waterloo office for a reception, welcoming around 140 researchers, professors, students, and developers from around the world for an evening of food, demos, and good conversation. Among the many brilliant guests were the ICMS General Chair Bernard Mourrain and Local Organization Chairs Stephen M. Watt and Ilias S. Kotsireas.

About 30 of us pitched in to organize, demo, and host, turning our office into a packed social hub for the evening. Our CEO, Dr. Laurent Bernardin, opened the evening with some welcome remarks and a talk on math education in the age of AI, tying into the recent launch of the Math Success Platform - a new tool built on Maple to help educators understand where students are struggling and provide more targeted support.

I, alongside the other co-op students for this term, got the opportunity to volunteer at one of the demo booths, where we showed off the new AI Assistant and Document Import features in Maple 2026, as well as the Maple MCP Server. Two live examples in particular seemed to resonate quite well with our guests...

The first was a demonstration of the Document Import tool. We brought messy handwritten multivariable calculus notes, outlining limit definitions and squeeze theorem example problems, and scanned them directly into Maple. Within seconds, the handwriting was converted into a functional Maple worksheet, math and all, right down to preserving the hand-drawn graphs. The worksheet was ready to be edited and executed just like anything typed in natively. A skeptical guest even asked us to scan their research papers - written completely in German - just to see the import work in this case as well, and it did, intelligently creating a worksheet with collapsible sections for each individual topic. For a room full of people who spend their careers working with mathematical software, this feature got a reaction every single time.

The second was Maple's AI assistant, specifically its ability to generate and debug Maple code within the context of your workspace. We loaded a worksheet with a spherical coordinates problem - calculating the volume of the upper half of a sphere with radius 4 - and simply prompted the AI Assistant to create a 3D diagram with interactive sliders to help visualize the problem. Moments later, it had analyzed the sheet and written a working code block for generating a fully interactive 3D visualization, letting guests drag each slider and watch the diagram update in real time across the sphere. It turned an abstract triple integral into something you could physically manipulate and understand, which for a lot of students really helps make these topics click.

Working the demo booth was a rewarding experience for all of us co-op students, as researchers asked some tough, thought-provoking questions that pushed us to think on our feet and imagine new ways to use the very tools we were demonstrating.
Beyond the demos, it was also just a great chance to talk with inspiring figures in the world of mathematics - hearing what ambassadors are building with Maple day-to-day, swapping stories with both students and professors on their academic experiences, and getting a glimpse into just how wide and varied the math software community really is. It's not every day that I get to spend time chatting with the people actually shaping the field I'm studying.

Thank you to the ICMS for bringing the international math software community to our door. It made for one of the most memorable evenings of our time as Maplesoft co-op students!