I think this is a key point. Even the best possible curriculum, if it has to work for all students at the same rate, is not going to work well. What I really want (both for my past-self as a student, and my present self as a teacher of university mathematics) is to be able to tailor the learning rate to individual students and individual topics (for student me, this would have meant ‘go very fast for geometry and rather slowly for combinatorics’). And while we’re at it, can we also customise the learning styles (some students like to read, some like to sit in class, some to work in groups, etc)?
This is technologically more feasible than it was a decade ago, but seems far from common.
I think this is a key point. Even the best possible curriculum, if it has to work for all students at the same rate, is not going to work well. What I really want (both for my past-self as a student, and my present self as a teacher of university mathematics) is to be able to tailor the learning rate to individual students and individual topics (for student me, this would have meant ‘go very fast for geometry and rather slowly for combinatorics’). And while we’re at it, can we also customise the learning styles (some students like to read, some like to sit in class, some to work in groups, etc)?
This is technologically more feasible than it was a decade ago, but seems far from common.