JuliusSu

I would like to be included in this collection of Julii.

Hi Jason, we had discussions at Caltech on some of these ideas many years back. We do have a patent, now lapsed, on doing spaced repetition on knowledge graphs: https://patentimages.storage.googleapis.com/ff/ae/6d/3483859...

Math pedagogy in the US leans to understanding being more important than practice. This is wrong. As you point out, understanding more often comes from practice. To correct this imbalance, software like your company is developing is useful, as are platforms like ALEKS, iReady, etc.

The challenge is addressing the social aspect of learning -- the benefits students get from working and learning together. Is it still a classroom if all the students are doing different things?

Of course, students come in with different abilities and levels of preparation. Differentiation that works in a class setting is very hard. Software is the easier part. Students who are motivated to learn and can grow with guidance from a computerized tutoring environment -- helping them is also the easier part.

This is similar to the point made in Ted Chiang's short story "The Truth of Fact, the Truth of Feeling." When writing replaced oral storytelling, people's memories and experiences shifted as well. He makes the case that having one's experiences always available for playback will create another kind of shift.