The so-called “calculator riots” of 1986 serve as a powerful reminder that today’s anxieties about artificial intelligence replacing human thinking are far from new. In April 1986, a determined group of math educators staged a vocal protest outside the National Council of Teachers of Mathematics (NCTM) annual convention in Washington, D.C. Led by influential textbook author John Saxon, demonstrators carried signs declaring, “The Button’s Nothin’ ’Til the Brain’s Trained.” They were opposing the NCTM’s new recommendation to incorporate electronic calculators into mathematics education at every grade level, including homework and exams. The protesters worried that reliance on calculators would erode students’ mental arithmetic skills, numerical intuition, and deep conceptual understanding, potentially creating a generation of “calcuholics” overly dependent on machines. The NCTM countered that calculators would free students from repetitive, low-level calculations, enabling them to tackle more complex problem-solving and higher-order thinking. Ultimately, the debate led to a pragmatic compromise: students would first master core mathematical concepts and mental strategies before using calculators as tools for more advanced work. This balanced approach allowed technology to enhance, rather than replace, mathematical reasoning. Today, as schools navigate the rapid rise of generative AI, the 1986 calculator compromise offers a valuable blueprint: prioritize genuine understanding first, then thoughtfully integrate powerful new tools.

substack.com/@mathmodelingla… New article discussing the difference between mathematical modeling and discovery learning and why the mix up is suboptimal! #math #matheducation #mathematics #mathematicalmodeling #mtbos #desmos #teacher #education

Modeling can only effectively occur after requisite knowledge is mastered. Every attempt at engaging in authentic modeling before that is cognitive overload.

Modeling requires students to: Take mathematical tools they already have Apply them to an ambiguous situation Make assumptions about what matters Build a representation Execute the math Interpret the result in context Every step presupposes the math is already accessible.

I believe AI will be detrimental for aspects of mathematics education. Students will get worse at adding/subtracting, multiplying/dividing, solving equations because the cognitive work is offloaded. However, I think mathematical modeling education will grow with AI which is 👍

My x algorithm is messed up. Half of it is about AI destroying all jobs/education/humanity The other half is posts made with the help of AI

🤦

A list of evidence based peragogy that I'd wager 90% of educators in America don't know but should: 🍎 John Sweller’s Cognitive Load Theory 🍎 Barak Rosenshine’s Principles of Instruction 🍎 Retrieval practice and interleaving 🍎 Explicit instruction 🍎 Frequent opportunities to respond 🍎 Cold calling Why don't American teacher prep colleges teach these things?

I think the real risk of artificial intelligence in mathematics education is that we will experience curriculum changes that are counter to the development of mathematical competence.