Math education has fascinated me for a very long time. I was always good at arithmetic and despite having a pretty bleak elementary school experience, I could do what they called, “math.” Test scores in the 6^{th} grade indicted that I was mathematically gifted and earned me a place in something called Unified Math. “Unified” was an accelerated course intended to rocket me to mathematical superiority between grades 7 and 12. Rather than take discrete algebra, geometry, trigonometry, etc., Unified Math was promised as a high-speed roller-coaster ride through various branches of mathematics.

Then through the miracle of mathematics instruction I was back in a low Algebra track by 9^{th} grade and limped along through terrible math classes until my senior year in high school. In 12^{th} grade, I enrolled in a course called, “Math for Liberal Arts.” Today this course might be called, “Math for Dummies Who Still Intend to Go to College.” I remember my teacher welcoming us and saying, “Now, let’s see if I can teach you all the stuff my colleagues were supposed to have taught you.”

This led to two observations:

- Mr. O’Connor knew there was something terribly wrong with math education in his school.
- I looked around the room and realized that most of my classmates had been in Unified Math with me in 7
^{th}grade. These lifeless souls identified as mathematically gifted six years ago were now in the “Math for Dummies Who Still Intend to Go to College” class. If this occurred to me, I wondered why none of the smart adults in the school or district had observed this destructive pattern?

Two things I learned in school between 7^{th} and 12^{th} grade kept me sane. I learned to program computers and compose music. I was actually quite good at both and felt confident thinking symbolically. However, majoring in computer science was a path closed to me since I wasn’t good at (school) math – or so I was told.

I began teaching children in 1982 and teachers in 1983. I was 18-19 years old at the time. While teaching others to program, I saw them engage with powerful mathematical ideas in ways they had never experienced before. Often, within a few minutes of working on a personally meaningful programming project, kids and teachers alike would experience mathematical epiphanies in which they learned “more math” than during their entire schooling.