Bryan Meyer
@doingmath.bsky.social
Oh…I see it! Nevermind.
November 23, 2025 at 6:41 PM
Oh…I see it! Nevermind.
Will you be posting your curriculum for the course at some point? (Or is it already there and I missed it?)
November 23, 2025 at 6:38 PM
Will you be posting your curriculum for the course at some point? (Or is it already there and I missed it?)
Could you see a way to do that with high school juniors or seniors?
November 23, 2025 at 3:52 PM
Could you see a way to do that with high school juniors or seniors?
This idea is the one I really want to focus on, but in a more societal context. Instagram recommending loop that leads to ideological bubbles, for example.
November 23, 2025 at 3:51 PM
This idea is the one I really want to focus on, but in a more societal context. Instagram recommending loop that leads to ideological bubbles, for example.
Any time-consuming procedure that is irrelevant to be fluent with in the age of the computer (factoring, solving complicated equations by hand, polynomial division, etc etc). So, 50% of the high school curriculum?
November 22, 2025 at 6:31 PM
Any time-consuming procedure that is irrelevant to be fluent with in the age of the computer (factoring, solving complicated equations by hand, polynomial division, etc etc). So, 50% of the high school curriculum?
What I'd really like to do is center a unit on a context that allows for ethical considerations of the mathematical decisions made (recommender systems optimizing for time on app, for example) and that provides a good grounding for exploring the relevant central mathematical ideas (and practices).
November 21, 2025 at 7:36 PM
What I'd really like to do is center a unit on a context that allows for ethical considerations of the mathematical decisions made (recommender systems optimizing for time on app, for example) and that provides a good grounding for exploring the relevant central mathematical ideas (and practices).
I agree with what you've said. And both the fruit classifier and number classifier are fun ideas! Do you have these already built out into full curriculum units? (The slide examples are nice, but not enough for teachers to implement)
November 21, 2025 at 7:24 PM
I agree with what you've said. And both the fruit classifier and number classifier are fun ideas! Do you have these already built out into full curriculum units? (The slide examples are nice, but not enough for teachers to implement)
Thanks Tom! I want to build a high school unit for 11th/12th grade that uses basic matrix/linear algebra (context of recommender systems, ML, or genAI). Do you already have this in your course?
November 21, 2025 at 4:39 PM
Thanks Tom! I want to build a high school unit for 11th/12th grade that uses basic matrix/linear algebra (context of recommender systems, ML, or genAI). Do you already have this in your course?
Conceptual understanding is not just knowing a principal, it must involve being able to explain why something is true. (See below from CCSS) I don’t see that present in any of the classroom examples given, really
November 12, 2025 at 4:22 AM
Conceptual understanding is not just knowing a principal, it must involve being able to explain why something is true. (See below from CCSS) I don’t see that present in any of the classroom examples given, really
I don’t see any advancement of teaching for understanding in the post, personally. Perhaps the opposite, actually.
November 12, 2025 at 1:05 AM
I don’t see any advancement of teaching for understanding in the post, personally. Perhaps the opposite, actually.
What did you like about it?
November 12, 2025 at 12:16 AM
What did you like about it?
The thing I don’t understand is why your post seems (to my reading, at least) dismiss conceptual understanding or aiming for kids to be able to articulate why something makes sense/is true. Am I off there? How are you thinking about that?
November 11, 2025 at 6:45 PM
The thing I don’t understand is why your post seems (to my reading, at least) dismiss conceptual understanding or aiming for kids to be able to articulate why something makes sense/is true. Am I off there? How are you thinking about that?
(b) Correct answers do not always equate to understanding. We have to ask questions to see how kids are thinking about the underlying ideas
November 11, 2025 at 6:43 PM
(b) Correct answers do not always equate to understanding. We have to ask questions to see how kids are thinking about the underlying ideas
In general, though, your closing feels pretty spot on to me…
(a) Conceptual metaphors (the balance scale, ex) are useful IF we know what general principle/understanding we are hoping to develop (and gimmicky and disconnected for kids otherwise). And…
(a) Conceptual metaphors (the balance scale, ex) are useful IF we know what general principle/understanding we are hoping to develop (and gimmicky and disconnected for kids otherwise). And…
November 11, 2025 at 6:40 PM
In general, though, your closing feels pretty spot on to me…
(a) Conceptual metaphors (the balance scale, ex) are useful IF we know what general principle/understanding we are hoping to develop (and gimmicky and disconnected for kids otherwise). And…
(a) Conceptual metaphors (the balance scale, ex) are useful IF we know what general principle/understanding we are hoping to develop (and gimmicky and disconnected for kids otherwise). And…
(3) “combine like terms”
This is about equivalence, at the core. But (many) kids don’t know that bc all we do is teach symbolic manipulation. “What is the value of each expression when x = 1? When x = 5? Will any of these expressions ALWAYS have the same value? How do you know for sure?”
This is about equivalence, at the core. But (many) kids don’t know that bc all we do is teach symbolic manipulation. “What is the value of each expression when x = 1? When x = 5? Will any of these expressions ALWAYS have the same value? How do you know for sure?”
November 11, 2025 at 6:38 PM
(3) “combine like terms”
This is about equivalence, at the core. But (many) kids don’t know that bc all we do is teach symbolic manipulation. “What is the value of each expression when x = 1? When x = 5? Will any of these expressions ALWAYS have the same value? How do you know for sure?”
This is about equivalence, at the core. But (many) kids don’t know that bc all we do is teach symbolic manipulation. “What is the value of each expression when x = 1? When x = 5? Will any of these expressions ALWAYS have the same value? How do you know for sure?”
(2) f(x) increasing when f’(x) >0
Similarly, would want kids to understand WHY this makes sense (is true) not only THAT it is true. So, again a line of questioning like: “pick two points on f’(x). What do the coordinates mean? Based on that, when is f(x) increasing? Why?”
Similarly, would want kids to understand WHY this makes sense (is true) not only THAT it is true. So, again a line of questioning like: “pick two points on f’(x). What do the coordinates mean? Based on that, when is f(x) increasing? Why?”
November 11, 2025 at 6:28 PM
(2) f(x) increasing when f’(x) >0
Similarly, would want kids to understand WHY this makes sense (is true) not only THAT it is true. So, again a line of questioning like: “pick two points on f’(x). What do the coordinates mean? Based on that, when is f(x) increasing? Why?”
Similarly, would want kids to understand WHY this makes sense (is true) not only THAT it is true. So, again a line of questioning like: “pick two points on f’(x). What do the coordinates mean? Based on that, when is f(x) increasing? Why?”
(1) a x b = b x a
So I would want kids to have an explanation for why this must be true. I can imagine several “age appropriate” justifications, but a teacher (or curriculum) would need to ask something like: “is 5 x 6 the same as 6 x 5? 3 x 7 and 7 x 3? Will this always be true? Why (not)?
So I would want kids to have an explanation for why this must be true. I can imagine several “age appropriate” justifications, but a teacher (or curriculum) would need to ask something like: “is 5 x 6 the same as 6 x 5? 3 x 7 and 7 x 3? Will this always be true? Why (not)?
November 11, 2025 at 6:26 PM
(1) a x b = b x a
So I would want kids to have an explanation for why this must be true. I can imagine several “age appropriate” justifications, but a teacher (or curriculum) would need to ask something like: “is 5 x 6 the same as 6 x 5? 3 x 7 and 7 x 3? Will this always be true? Why (not)?
So I would want kids to have an explanation for why this must be true. I can imagine several “age appropriate” justifications, but a teacher (or curriculum) would need to ask something like: “is 5 x 6 the same as 6 x 5? 3 x 7 and 7 x 3? Will this always be true? Why (not)?
Hey, Michael!
The “why” feels practically inseparable from what I consider to be conceptual understanding. I personally find the provided definition to be very clear and practical. Here is how I see it as actionable, fwiw, using the examples in your post…
The “why” feels practically inseparable from what I consider to be conceptual understanding. I personally find the provided definition to be very clear and practical. Here is how I see it as actionable, fwiw, using the examples in your post…
November 11, 2025 at 6:21 PM
Hey, Michael!
The “why” feels practically inseparable from what I consider to be conceptual understanding. I personally find the provided definition to be very clear and practical. Here is how I see it as actionable, fwiw, using the examples in your post…
The “why” feels practically inseparable from what I consider to be conceptual understanding. I personally find the provided definition to be very clear and practical. Here is how I see it as actionable, fwiw, using the examples in your post…
This is from the Introduction of the CCSS. What is your reaction to this definition?
November 11, 2025 at 3:49 PM
This is from the Introduction of the CCSS. What is your reaction to this definition?
Can I use this in a (publicly available) trig unit I’m building if I cite you as developer?
November 4, 2025 at 9:45 PM
Can I use this in a (publicly available) trig unit I’m building if I cite you as developer?
Behind paywall? Do you have PDF?
November 4, 2025 at 7:28 PM
Behind paywall? Do you have PDF?