she has been conditioned to reach for a calculator whenever she has to compute.

Maybe this is not a big deal, but it really made me think.

ability to easily calculate 7^2 + 6 and 55 + 9 did not interfere with her answering the question correctly. But, is that OK? Should she have been able to calculate those without a calculator? She might have been able to calculate them without a calculator if she was asked to do so. It might be that

Is the common denominator algorithm enough?
tadwatanabe.wordpress.com/2025/07/24/c...

MAT programs for people with undergraduate degrees are often one year (one year plus summer?) programs. Some may be fully online.

I haven't been able to do this in great part because a lot of my connections with Japanese colleagues through that platform. I guess it is not as toxic over there.

I would love to hear more about it.

How to make the access to high-quality teacher equitable when we know not all teachers are high-quality (or equally high-quality) may be the second most important job. Should teachers be rotated every N years across different schools?

Although I agree that visual representations may be great support for students' learning, I'm a bit troubled by this image that shows numbers without any unit.

Took me while to register myself, but I think I am now registered.

Is this open to people outside of UK?

That’s more than 11,000 steps a day. When I am in the U.S., if I get to 8000, that’s a lot. When I am in Japan, I easily make 10,000 though.

There is nothing in the “old”(?) way that says you can’t work toward the correct answer.

Some are good (?) at making things sound good.