Entertaining and effective soccer all season long.

The case for Quill as @MLS Coach of the Year ⤵️

How a mathematical discovery changed the rules of chess
infinitelymore.xyz/p/thue-morse-s… #InfinitelyMore

Some players represent a city. Others are a product of it. Raised by its streets. Shaped by its people. Dallas didn’t just raise him. It made him.

11.10.2026 // 3:30 PM

Not the h-word I would have ended with, but 🤷🏼‍♂️ #iTeachMath

The response to my letter and the overwhelming support it has received have been incredible. Coaches have reached out, players are talking about it, and meaningful conversations are taking place. That was exactly the point.

I want to make one thing perfectly clear… My message has never been about choosing high school soccer over club soccer. We support any and every opportunity available to our players, regardless of where that opportunity comes from.

The purpose of my letter was to highlight the significance of the high school soccer experience and the value it can bring to a young player’s development, both on and off the field.

Is every situation the same? Of course not. Every player has different goals, circumstances, and aspirations. What works for one player may not be what’s best for another.

But as adults who claim to have the best interests of young athletes at heart, our responsibility is to guide, encourage, and support them. Not to dictate their decisions through pressure, ultimatums, or threats of lost opportunities.

Give players and their families the information they need. Allow them to evaluate their options based on their own goals, wants, and needs. Respect the decisions they make, even when those decisions may not align with what an organization prefers.

We should be opening doors for young athletes, not forcing them to close one in order to walk through another.

At the end of the day, this should never be about high school versus club soccer. It should be about providing young people with as many positive opportunities as possible.

Let the players choose. Then support their decision.

I also want to emphasize that this conversation is just the beginning. My intention is not simply to challenge the way things are done, but to encourage meaningful discussion about how we can improve the game and the opportunities we provide to young athletes.

We should never become so comfortable with the way things have always been that we stop asking whether we can do better.

Another letter is coming this Wednesday. This time, I want to take the conversation a step further and challenge another longstanding aspect of the youth soccer landscape.

Coach Krueger

Kaick places it!

Dallas one step closer to securing the second seed in the West. 💪

Dallas levels it! 👊

Kaick finds Joaquín Valiente, and Colorado currently drops below the Audi MLS Cup Playoffs line.

Great vision from Kaick for an important goal for Joaquín Valiente, his third of the season.

Valiente had gone 6 games without a goal contribution after a red-hot summer where he had 9 goals/direct assists in 11 games.

A peach of a pass from Kaick and Joaco finds the finish 🎯

A lack of clarity & consistency in the guiding principles of standards-based grading (SBG) has thwarted efforts to reform flawed grading systems. Hopefully, the insights shared in this new article will provide a basis for meaningful & successful change.
tguskey.com/wp-content/upl…

This is so incredibly well put by an extremely accomplished and knowledgeable HS ⚽️ Coach.

He is 100% right.

Stop the gatekeeping. MLS Next is doing more harm than good and is hurting the soccer cultrue of this country.

BTW, his teams are better than a lot of MLS Next's....

A U Sydney exchange student touted the superiority of “chalk and talk” with no lecture recordings at Penn.

Here’s an open secret in academia: chalk and talk is better because it requires a lot of effort on the part of the lecturer, slows instruction to an appropriate rate and forces the lecturer to organise and express their material properly. Simply put, better teaching is sometimes avoided because requires more effort.

“What differed was the delivery. My professors wrote everything by hand on a blackboard, working through each problem in real time. At home, lecturers often display pre-typed solutions and narrate over them, which is efficient but, I find, ultimately detrimental to the learning experience. Penn’s lectures weren’t compulsory, but they weren’t recorded either.”

smh.com.au/national/i-ve-…

Frank Calegari has a great post on Terry's blog:

terrytao.wordpress.com/2026/11/01/mat…

I think it aligns most closely to what I've been thinking and trying to say (and I believe communicates it better than I've been able to). Some highlights:

"I hope AI can help mathematicians break out of the straitjacket of being constrained by the first natural conjecture they cannot prove, and work on unraveling the deeper mysteries woven throughout our subject."

"The natural grooves of our profession have very much been bent toward more narrow technical expertise than a bigger vision. AI allows us an amazing opportunity to broaden ourselves as mathematicians."

"There are so many problems in mathematics that are still so fresh and vital but were previously untouchable that the opportunity to approach them is massively exciting. We need to be more ambitious, to create bold research plans that weren’t even conceivable a year ago."

"The difference in reaction between the optimists and the pessimists is that, for the pessimists, the game is over. For the optimists, the game has just changed."

"[T]here now exists an amazing new tool to study mathematics. To turn away and say that the community of mathematics as it currently exists is more important than mathematics itself would be a terrible mistake."

"[I]t takes one look at the arXiv to see many people in our profession rushing out AI-assisted papers in a somewhat unsightly rush to be the “first” to prove things."

[Aside: mere days after the qRH result, I had something like a half-dozen emails in my inbox, some from amateurs but some also from tenured faculty, with Lean formalizations of nonvanishing on Re(s)> 7/8-1/10^k for various large values of k. What the hell are you even doing? That kind of thing may have been valuable years ago, when it was difficult and signaled deep understanding and great technique. Today? Who the hell cares?]

"To me [this is back to Frank now], someone who chooses a worthwhile problem, obtains a proof completely using AI, understands it thoroughly, and uses it to develop interesting further questions or directions has made a substantial mathematical contribution."

"If you, as a senior mathematician, are stressed about being scooped by AI, then you are not being ambitious enough."

[On hiring:] "I am looking for a narrative of where you want mathematics to go, the technical ability to explain why this may be possible, being able to converse about many areas of mathematics, and a demonstrable record of having done all of this in the past."

"What I want a graduate student to achieve at the end of their PhD is a view of mathematics that extends well beyond their discipline, and yet with demonstrable technical skills on at least some class of problems."

"I advocated above that we need to evaluate work as if AI was involved. But this does not imply that we don’t need to teach students to do deep mathematics without AI just as the existence of computers doesn’t mean we should no longer teach children arithmetic." [I've often said similar things as well...]

"All of my friends in the humanities truly believe that having mathematicians in society both as custodians of one of humanity’s oldest intellectual activities and explorers of the frontiers of knowledge is important. I understand that some part of the culture we so deeply care about will disappear, and as humans, an emotional response to that is very natural. But this is a time to explain to everyone that there are so many great new opportunities, possibilities, and reasons to be optimistic. We are on the verge of a new era of mathematics, and I am excited to see what happens."

Bravo Frank!

I've always found textbook exercises to be insufficient in improving understanding, so I've started whipping up some more "thoughtful" questions for Algebra II Honors. I'm particularly proud of this collection. Feel free to steal! #iTeachMath overleaf.com/project/6ae38b…

I taught students using their prealgebra, algebra 1&2, geometry, and probability and combinatorics textbooks. I recommend also getting the solution manuals. If you're reading it for yourself, it's readable. If you're teaching it, skip some of the exposition and harder proofs.

How is the internet less private than in 2006, when the whole family shared one computer?

Back then, the internet was weird, personal, and all of ours.

So, we got your favorite meme legends back together to say it louder: What happened to the internet? 1/3

Here is a beautiful list! 125 free math textbooks, written by the mathematicians who teach the courses and shared on their own university pages. No sign-up, no paywall, no pirated copies. From high school algebra to graduate analysis. 👇

abakcus.com/book-lists/fre…

A quick reminder of the 2024 election: if you refuse to vote because you don’t want to vote for the lesser of two evils, you will usually wind up with the greater of two evils.

#vote.
If you want a better country, #BeABetterCitizen

Wow this is beautiful!! I'm definitely going to check out limerse more when I get a chance.

But basically, my philosophy on education is the following: the better AI gets at everything, the more value we'll get from *not* that, meaning from human interactions. I want to help create communities, not push people more and more onto screens that they stare at alone in their rooms.

This is especially poignant in the Math Corps. We see kids come in on Day One who are used to coming to school and sitting in the corner alone, doom scrolling on their cell phones. We don't allow cell phones (kids are instructed to put them away in their backpacks on arrival and not take them out until dismissal), and put out a bunch of breakfast and board games. By Day Three, kids are *begging* their parents to get them to camp right when the doors open, so they get a coveted seat at the Monopoly table. The high school TAs become big brother / big sister to the kids; everybody's making eye contact, joking around, hugging their friends in the morning. There's no way I'm adding a screen to that scenario!.. (Again, I'm a tech-loving Luddite!)

Conversely, if you already have a great social life, a family, friends, a good job, etc, and you want to learn more math? Get a Math Academy or limerse or whatever else subscription and get calculating!

Your conversation with Thomas Koberda was fantastic, and I've also been enthusiastically recommending it to people. It definitely says much more than I did here!

(Link, for anyone unfamiliar: proofsandprompts.com/2026/10/14/the…)