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This is the best thing I've ever had a hand in making. Click in and check it out. 👇 x.com/Amplify/status…
🚀 Amplify Desmos Math is LIVE!

🧡 This groundbreaking K–12 math curriculum sparks curiosity, boosts engagement, and builds lifelong proficiency in math.

🔎 Discover more: amplify.com/adm

#MTBoS #ITeachMath
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I asked a bunch of AI platforms to make me the same handout on subtracting fractions in fifth grade. Check 'em out and tell me which one did it best? bit.ly/4BILiDw
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I talked to what felt like 100 people who all raved about Liesl's sessions at NCTM / NCSM. This is a great offer. 👇

x.com/LieslMcConchie…
Hey MATH folks - NCTM (linkedin.com/company/nati...) proposals are due on Friday. I'd love to support my colleagues by using my expertise on brain science to amplify your message.

You are the lead speaker - I can be a co-presenter.

Reach out if you'd like to explore it.
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This video is THE sign of the times for me, a loud alarm indicating that the arm’s race between teachers and students around AI is headed towards disaster. I explain why & offer a solution here: danmeyer.substack.com/p/updating-my-…

📹: tiktok.com/@carterpcs/vid…
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High school kids in Vancouver, WA, walked out over AI. An organizer:

> I don’t think it’s fair that teachers get to use AI in lesson planning and grading and that students can’t use it for anything.

youtube.com/watch?v=b4yR67…
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Replying to @ddmeyer
Teachers and students have different jobs, yes, but both exist in a social compact that says, "We will both bring the HEAT here. No weak stuff." And with AI lesson plans & grading, kids increasingly see their teachers as bringing weak stuff.
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I’m a huge fan of the Super Wrong, Kinda Right routine. A meager math problem can nourish a bunch of kids when you ask them what the answer CAN’T be and how they know. practicedrivenpd.com/instructional-…
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The headline: "AI tutors do just as good as humans at half the cost."

The appendix: "We threw out a bunch of students who didn't use the AI tutor enough."

Me: "You see how this looks right."

Study: arxiv.org/pdf/2609.28470
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I moderated a panel a week ago. First question: a man stood up & said, "I recorded this whole panel with Wispr Flow and asked AI what question I should ask you." Deeply unsettling behavior. Like what are we doing here?
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People aren't buying it, folks, sorry.
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It's all over tech-adjacent Twitter. "Kids can learn 2x ... 5x ... 10x! ... faster than in regular schools." My question, always, is "... learn WHAT?"
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Replying to @ddmeyer
When tech Twitter claims to have hacked learning, their one weird trick for saving time is often just to do LESS stuff — to teach math at shallower depth or to teach kids to negotiate their ideas with fewer other kids who differ from them in fewer ways.
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Replying to @ddmeyer
So s/o to the teachers and schools and parents who are committed everyday to maintaining lofty goals for children's social and mathematical learning, doing a lot with what little they have, unbothered by people who believe it is a great accomplishment to do less with less.
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We need a new metaphor for AI. Take a forklift to the gym and you don't look fit afterward. Use AI for your essay and to many eyes you DO look fit afterward. x.com/dylanwiliam/st…
@marcportermagee Maybe by pointing out how stupid it would be to take a robot with you to the gym and have the robot lift the weights...
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Watching @C_Hendrick get his project criticized publicly by @thebandb and @New_Old_Paul feels a lot like an Alpha High School Bootcamp test. Very interesting times.
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