Dr. Doreen Mayrell on flipping college algebra so class time can focus on application, misconceptions, and math that feels connected to students’ lives.
The detail that stands out is what she kept out of the model, no screens or AI during class time itself, just to support the parts that benefit most from repetition. That is close to how we've approached AI in our own math and science tracks: use it to generate extra practice sets and catch gaps before students walk in, but keep the actual instruction and correction human. The pass rate jump is a strong data point for that kind of narrow, well scoped use case rather than a general purpose classroom AI rollout. We've written about drawing a similar line for AI in curriculum design at The Foundations Press (thefoundationspress.com). Has she or anyone at LearnWith.AI published the custom GPT prompts themselves, or is that proprietary to the course?
Actually, we are entering a shift. I sometimes feel we may witness a new civilization emerging within the existing civilization 😊 — or perhaps both worlds will simply coexist 😊: AI experts and non-AI experts.
What makes it fascinating is that the same AI platform can produce completely different results depending on the user’s expertise, depth of thinking, and metacognitive understanding of a particular subject. Two people may ask the same tool similar questions, yet receive vastly different value because the real power is not only in the AI itself, but also in the consciousness, reasoning ability, and intellectual direction of the user guiding it.
In that sense, AI is becoming less of a simple tool and more of an amplifier of human intelligence, perspective, and cognitive sophistication.
It's amazing that math teachers can make math aproachable
The detail that stands out is what she kept out of the model, no screens or AI during class time itself, just to support the parts that benefit most from repetition. That is close to how we've approached AI in our own math and science tracks: use it to generate extra practice sets and catch gaps before students walk in, but keep the actual instruction and correction human. The pass rate jump is a strong data point for that kind of narrow, well scoped use case rather than a general purpose classroom AI rollout. We've written about drawing a similar line for AI in curriculum design at The Foundations Press (thefoundationspress.com). Has she or anyone at LearnWith.AI published the custom GPT prompts themselves, or is that proprietary to the course?
Actually, we are entering a shift. I sometimes feel we may witness a new civilization emerging within the existing civilization 😊 — or perhaps both worlds will simply coexist 😊: AI experts and non-AI experts.
What makes it fascinating is that the same AI platform can produce completely different results depending on the user’s expertise, depth of thinking, and metacognitive understanding of a particular subject. Two people may ask the same tool similar questions, yet receive vastly different value because the real power is not only in the AI itself, but also in the consciousness, reasoning ability, and intellectual direction of the user guiding it.
In that sense, AI is becoming less of a simple tool and more of an amplifier of human intelligence, perspective, and cognitive sophistication.
I WANT TO BE A MATH EDUCATOR AND I LOVED THIS! Great Inspiration.
I'd love to learn how to do this in my high school classes
...o Mais incrível é: Esta professora, ter uma mente nada convencional com a maioria dos profs (que seguem como robôs) a tal de cartilhinha do MEC....
Parabéns Mulher! Você sim, faz diferença.
This is good, very good 😊