The Great Unplugging: Why Classrooms are Returning to Pen and Paper

 For over a decade, the "classroom of the future" was envisioned as a sea of glowing tablets and AI-powered screens. However, in 2026, a surprising trend is taking hold: The Great Unplugging. From the halls of early elementary schools to advanced high school math labs, educators and policymakers are intentionally easing away from high-tech saturation.

While it might seem counterintuitive in an age of artificial intelligence, the shift back to analog is driven by a focus on cognitive depth, mental health, and the fundamental way the human brain processes logic.

The most immediate reason for the shift is the sheer volume of distraction. Research from the 2025-2026 Education Insights Report reveals that nearly 80% of teachers feel they are constantly competing with social media and notifications for their students' attention.

Even when using "educational" apps, the temptation to multitask is high. By removing the device, teachers are recreating a "Sacred Space" for learning where the only notification a student receives is the one they generate themselves through a "lightbulb moment."

Nowhere is the "analog revival" more visible than in the math classroom. While AI tutors and graphing calculators are powerful, they often solve the problem for the student, rather than with them. For instance, writing  a math problem out by hand forces a student to engage in "metacognition"—thinking about their thinking. In addition, digital  screens are often too small or too rigid for the messy, non-linear work that algebra and geometry require.  Did you know that studies  show that the physical act of writing out an equation creates a stronger neural pathway than typing it. It’s the difference between "watching" a problem be solved and "feeling" the logic unfold.

Furthermore, international trends are also influencing this move. In late 2025, countries like Sweden made global headlines by officially scaling back digital devices in early grades to focus on physical books and handwriting. Their reasoning was clear: Digital tools should enhance literacy, not replace the foundations of it. UNESCO has echoed these concerns, warning that uncritical adoption of tech can widen equity gaps—as students who struggle with digital literacy fall further behind their peers who have high-speed access at home.

Finally, there is a social-emotional cost to the "one-to-one" tablet ratio. When every student is buried in their own screen, peer-to-peer collaboration suffers. Teachers in 2026 are finding that returning to whiteboards and paper worksheets naturally fosters more conversation. Students look up, they ask their neighbor for help, and they engage in the "productive struggle" together.

The goal isn't to become Luddites or ignore the reality of AI; it’s about intentionality. In 2026, technology is being moved from the "default" to a "specialized tool." We are learning that while a computer can calculate the square root of 144 in a nanosecond, the human brain grows stronger by doing the work itself. Let me know what you think, I'd love to hear.  Have a great day.

The "Viral Growth" Lab

Today, I'm including a lab which will help students explore the connection between direct variations, linear equations, and arithmetic sequence so you have a starting point. 

Objective: Students will distinguish between Direct Variation, Linear Functions, and Geometric Sequences using graphing software and tables.

Part 1: The Setup (10 Minutes)

Divide the class into three "Reality Groups." Each group is tracking the followers of a new influencer.

• Group A (Direct Variation): The account gains exactly 10 followers every hour. They started at 0. ($y=10x$)

• Group B (Linear Function): The account gains exactly 10 followers every hour, but they started with 50 followers from a previous account. ($y=10x+50$)

• Group C (Geometric Sequence): The account starts with 2 followers, but the followers double every hour. ($a_n=2+2^{n-1}$)

Part 2: The Digital Lab (20 Minutes)

Students open a graphing tool (like Desmos) or a spreadsheet and create a table for hours 0 through 5.

Group A & B Comparison: Students plot Group A and Group B on the same graph.

• The Visualization: They will see two parallel lines.

• The Discovery: Group A is "Direct Variation" because it goes through (0,0). Group B is "Linear" but not direct variation because of the y-intercept.

Group A & C Comparison: Students then plot Group C (the Geometric Sequence) as a scatter plot of points.

• The Visualization: At hour 1 and 2, the linear growth (Group A) looks "faster." But by hour 4 or 5, the dots for Group C begin to "skyrocket" past the straight line.

• The Discovery: Linear growth is about adding (constant slope); Geometric growth is about multiplying (common ratio).

Part 3: The "Deep Dive" Analysis (10 Minutes)

Display the Comparison Chart on the board and have students fill in the missing pieces based on their graphs.

Feature	Direct Variation	Linear Function	Geometric Sequence
Growth Rule	Constant Addition	Constant Addition	Constant Multiplication
Starting Point	Must be $(0,0)$	Any $y$-intercept ($b$)	A starting term ($a_1$)
Visual Shape	Straight line through origin	Straight line anywhere	A curved path of dots
Key Variable	Constant of Variation ($k$)	Slope ($m$)	Common Ratio ($r$)

Part 4: The Exit Ticket (5 Minutes)

Ask students to answer one question before leaving:

"If you were trying to save money for a car, would you want your savings to grow like a Linear Function or a Geometric Sequence? Use the word 'slope' or 'ratio' in your answer."

This should get you started with lab for this topic.  Let me know what you think, I'd love to hear.  Have a great day.   

The Golden Thread: Connecting Linear Graphs, Direct Variation, and Geometric Sequences

In the world of mathematics, we often teach topics in "silos." On Monday, we study linear equations; on Wednesday, we talk about ratios; and by Friday, we are looking at patterns of numbers. However, for a student to truly master algebra, they need to see the "Golden Thread" that connects these concepts.

In a technology-integrated classroom, we can use tools like Desmos or Google Sheets to show that Linear Graphs, Direct Variation, and Geometric Sequences aren't different languages—they are just different dialects of the same story.

Direct variation is the simplest form of a relationship. It follows the formula $y=kx$, where k is the constant of variation. In plain English: if you double x, you double y.

When students use a digital slider to change the value of k, they see something specific: the graph always remains a straight line, and it must pass through the origin (0,0). This is the "purest" form of a linear relationship. Using a data visualization tool, students can plot the cost of gasoline (y) versus gallons purchased (x). The line is straight because the price per gallon (k) never changes.

As we move from direct variation to general linear graphs ($y=mx+b$), we introduce the y-intercept (b). Using technology, students can "drag" a line up and down the y-axis. They quickly realize that direct variation is simply a special case of a linear graph where $b=0$.

By visualizing this on a digital coordinate plane, students see that the "slope" (m) in a linear equation is functionally identical to the "constant" (k) in direct variation. This bridge allows them to move from simple ratios to complex functional modeling without losing their footing.

This is where the connection gets fascinating. A Geometric Sequence (like 2, 4, 8, 16...) is usually taught as an exponential concept because you multiply by a common ratio (r) to get the next term. However, if we look at the logarithmic scale or compare how sequences grow relative to linear patterns, students can see a new kind of "straight line."

If we plot a geometric sequence on a standard graph, it curves upward. But, if we use technology to plot a Arithmetic Sequence (adding the same amount each time), we get a series of dots that form a perfect linear graph.

By placing these side-by-side in a spreadsheet, students can ask: "What if my 'slope' isn't something I add, but something I multiply?" This leads to the discovery of the Common Ratio.

Why These Connections Matter

When students see these relationships through tech-based visualization:

1. Direct Variation becomes the "anchor" (the simplest ratio).

2. Linear Graphs become the "extension" (moving the anchor).

3. Sequences become the "discrete version" (the individual points on the line).

Classroom Application

Try this: Have students use a spreadsheet to model a phone's battery life.

• Direct Variation: If the phone loses 5% every hour, that’s a direct relationship.

• Linear Graph: If the phone starts at 80% and loses 5% per hour ($y=-5x+80$), they see the y-intercept in action.

• Sequence: If they only check the battery at the start of every hour, they are looking at a sequence of data points.

By the end of the lesson, the students aren't just memorizing formulas; they are seeing the interconnected skeleton of the mathematical universe. Let me know what you think, I'd love to hear.  Have a great day.  On Friday, we'll look at a possible lesson for this topic. 

Quick-Start Guide: Desmos Classroom for Algebraic Fractions

Today, I've included a quick start guide to finding appropriate activities for helping students visualize algebraic functions using demos. 

Step 1: The Setup (2 Minutes)

1. Go to teacher.desmos.com and sign in (Google Sign-In is usually fastest for 1:1 classrooms).

2. In the search bar, type "Polygraph: Rational Functions" or "Algebraic Fractions." * Pro Tip: Use a pre-made activity for your first time. "Polygraph" is a "Guess Who" style game that forces students to use mathematical vocabulary to describe graphs.

Step 2: Customizing the "Truth Machine" (3 Minutes)

If you want to build your own quick activity:

1. Click "Custom" on the left sidebar and select "New Activity."

2. Add a Graphing Screen.

3. In the expression bar, enter: 

   $$y=\; (x^2-a)/x-$$√a

    

4. Click the button to "Add Slider" for the variable a.

5. Add a Note component next to it asking: "Move the slider. What happens to the graph when 'a' is a perfect square like 4 or 9? Why does the line disappear at a certain point?"

Step 3: Launching the Lesson (1 Minute)

1. Click "Assign" and select "Single Session Code."

2. Project the code on your board. Students go to student.desmos.com and enter the 6-digit code. No student accounts required!

Step 4: The "Dashboard" Phase (During Class)

This is where the magic happens. While students are working, use your Teacher Dashboard:

• Anonymize: Click this to hide student names and replace them with famous mathematicians. This is perfect for projecting a "wrong" answer to discuss as a class without embarrassing anyone.

• Pacing: Use this to "lock" students into screens 1-3 so they don't rush ahead.

• Snapshot: See a great explanation? Take a "Snapshot" of that student's work and project it to the class to spark a discussion.

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The "Common Denominator" Activity Idea

Ask students to graph $y=\frac{1}{x}+\frac{1}{2}$. Then, ask them to type their "simplified" version in the next line.

• If their second line doesn't perfectly cover the first line, they know their algebraic addition is wrong.

• The visual feedback is instant. They don't need to wait for you to grade it; the graph tells them the truth.

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Teacher’s Tech Toolkit for 2026

Feature	Why You’ll Love It
Checkboxes	Create "Self-Checking" screens where a "Correct!" message appears only when the fraction is simplified.
Marbleslides	A game where students must change the numbers in a fraction to "catch" stars with a marble—perfect for learning asymptotes.
Card Sort	Have students match an algebraic fraction to its simplified counterpart and its graph

Visualizing Algebraic Fractions with Technology

 For many students, standard fractions are a hurdle, but algebraic fractions—those daunting expressions where x and y move into the numerator and denominator—can feel like a brick wall. When numbers are replaced by variables, the physical intuition of "pizza slices" disappears. Students often resort to "blind" rule-following: canceling terms they shouldn’t and losing the logic of the operation.

In 2026, we are moving past the "rules-first" approach. By leveraging dynamic graphing technology and interactive software, we can help students see algebraic fractions not as static symbols, but as living relationships between variables.

In a traditional setting, a student might see 2x/x​ and simply cross out the x's because they were told to do so. But do they understand that they are essentially saying the ratio remains constant regardless of the value of x? Without visualization, they lack the "mental anchor" needed to tackle more complex problems like x+2/x^2 - 4

1. Graphing as a Truth Machine

Tools like Desmos or GeoGebra are the ultimate "truth machines" for algebraic fractions.

• The Comparison Method: If a student is simplifying x^2−1/x−1​, have them graph the original expression and their simplified answer ($x+1$) on the same coordinate plane.

• The Visualization: If the two lines overlap perfectly, their simplification is correct. If they see two different paths, they’ve made a logical error. This provides immediate, non-judgmental feedback that a textbook cannot offer.

2. Using Sliders to Feel Proportions

One of the most powerful features of modern math tech is the slider. In a digital classroom, a student can create an algebraic fraction like a/x and attach a slider to the variable a.

• As they slide a to a higher value, they watch the curve of the graph stretch vertically in real-time.

• They aren't just memorizing that "increasing the numerator increases the value"; they are physically watching the relationship expand.

3. Dynamic Area Models

Algebraic fractions are often just "area problems" in disguise. Using virtual manipulatives (like PhET Interactive Simulations), students can model x/2 + x/3 by using digital tiles.

• The software allows them to "cut" the tiles digitally until they find a common denominator.

• This turns a confusing addition problem into a spatial puzzle, making the concept of a "common denominator" a physical necessity rather than a random rule.

4. Bridging to the Real World

Technology allows us to pull in real-world ratios. Using a spreadsheet, students can model the "Cost Per Person" for a school trip: $C=(500+15n$.

• By graphing this algebraic fraction, students see a "Horizontal Asymptote"—they realize that no matter how many people (n) go, the cost will never drop below $15.

• Suddenly, the "denominator" isn't just a letter; it’s a group of people, and the "fraction" is a tool for financial planning.

When we use technology to visualize algebraic fractions, we stop asking students to be calculators and start asking them to be architects. We give them the tools to build, stretch, and test their mathematical structures. By the time they pick up a pencil to solve an equation, they aren't just moving symbols—they are describing a picture they already understand.

Let me know what you think, I'd love to hear.  On Monday, we'll talk about how to find exercises in Desmos.  Have a great weekend.

From Cells to Charts: A 30-Minute Lesson Guide for Visualizing Fractions

If you’ve ever seen a student’s eyes glaze over when asked to find a common denominator, you know that the "pencil and paper" approach to fractions can feel like a slog. But what happens when you turn those numbers into a dynamic, colorful dashboard?

This 30-minute lesson guide is designed for the modern 1:1 classroom. Using Google Sheets, you can transform a dry math lesson into a high-tech data exploration. This isn't just about getting the right answer; it’s about seeing the "why" behind the numbers.

The Goal: "The Fraction Discovery Lab"

By the end of this session, students will understand that a fraction is a relationship between a part and a whole, and they will see how changing a "part" affects the entire system.

Phase 1: The Data Entry (10 Minutes)

Ask every student to open a blank Google Sheet. Today, we aren't using abstract numbers; we’re using the "Classroom Ecosystem." Have students create two columns: Category and Count.

• Step 1: Have students count 10 items in their backpack (e.g., 3 notebooks, 2 pens, 5 snacks).

• Step 2: Enter these into the sheet.

• Step 3: In the cell below the counts, teach them the =SUM function.

  The "Aha!" Moment: Explain that this sum is the Denominator—it is the "Whole" of their backpack.

Phase 2: The Visualization (10 Minutes)

This is where the magic happens. Highlight the data and click Insert > Chart.

• The Pie Chart: By default, Google Sheets will often generate a pie chart. Have students look at the legend. The software automatically calculates the percentage—remind them that per-cent literally means "out of 100," or a fraction with a denominator of 100.

• The Treemap: Ask students to change the "Chart Type" to a Treemap. This replaces the circles with rectangles.

• The Investigation: Ask: "Which rectangle is the largest? What fraction does that represent?" If they have 5 snacks out of 10 items, the snack rectangle should occupy exactly 1/2 of the chart's area.

Phase 3: The "What If?" Manipulation (10 Minutes)

The power of technology is the ability to play with variables in real-time. Give the students two challenges:

1. The Shrinking Whole: "Delete one item from your list. What happens to the other fractions?" (They should notice the other rectangles get larger because the 'Whole' got smaller).

2. The Dominant Part: "Increase one item until it represents more than 3/4 of your chart."

Why This Works

When a student manually changes a "3" to a "9" in a spreadsheet and watches a blue slice of a pie chart swallow up the red and green slices, they are witnessing the interconnectedness of fractions. They aren't just calculating; they are observing a digital ecosystem.

This 30-minute lab does more than teach math; it builds "Fiber for the Mind." It takes the "empty calories" of rote memorization and replaces them with the substantive, complex nutrition of data literacy.

Let me know what you think, I'd love to hear.  Have a great day and Friday, we'll look at how to provide visualization for algebraic fractions. 

"Fiber" for the Mind: Using Data Visualization to Teach Fractions

For many students, the word "fractions" triggers an immediate mental block. It’s the point where math often stops feeling like a count of physical objects—three apples, four pencils—and starts feeling like a series of abstract rules. Why do we flip the second number when we divide? Why is 1/4 smaller than 1/2 when 4 is clearly bigger than 2?

In the 2026 classroom, we are solving this "abstraction gap" by treating fractions as data visualization. By using professional tools like Tableau or everyday software like Google Sheets, we can give students "fiber for the mind"—substance that is easy to digest, keeps the brain engaged, and provides a clear structure to complex information.

From Worksheets to Visual Stories

Traditionally, fractions are taught using a "pizza" or a "pie." While effective for basics, these static shapes struggle to explain larger-scale proportions or real-world application. Data visualization software changes the game by allowing students to turn raw numbers into interactive proportions.

Imagine a lesson where students don't just look at 3/10 on a page, but instead import a dataset of their class’s favorite snacks. Using a Treemap in Tableau, the software creates nested rectangles where the size of each box is perfectly proportional to its fraction of the total. Students can see that if "Fruit" is 1/4 of the snacks, it takes up exactly one quarter of the screen’s area.

Why do tools like google sheets and tableau work?  They provide instant feedback.  In a Google Sheet, a student can change a denominator and watch a pie chart or bar graph shift in real-time. This instant "cause and effect" builds an intuitive understanding of how the size of the "whole" changes when the "parts" are modified.

Second, these programs allow students to compare visualizations.  One of the hardest concepts for students is comparing fractions with different denominators. In a digital environment, students can stack two bar charts side-by-side. Seeing a bar representing 2/3 clearly stretching past a bar representing 5/8 provides a "Eureka!" moment that a common denominator calculation on paper often fails to deliver.

Finally, it allows students to put factions into a real-world context.  Data viz allows teachers to use "messy" real-world data. Students can analyze the fraction of the Earth's surface covered by oceans versus land, or the fraction of a 24-hour day spent sleeping. When the fraction represents something real, the math becomes a tool for discovery rather than a chore.

Perhaps the greatest benefit of using tech to teach fractions is the ability to manipulate the "whole." In a digital space, the "whole" isn't just a circle on a page; it’s a dynamic entity. Students can use "Slicers" in Tableau to filter data, watching how the fraction of "red cars" changes when they look at the whole parking lot versus just the SUVs. This teaches proportional reasoning, a critical skill for higher-level algebra and statistics.

By the time these students enter the workforce, they won't be drawing circles on paper to explain proportions; they’ll be using dashboards. By teaching fractions through data visualization, we aren't just hitting math standards—we are building the digital literacy required for the modern world. We are moving math away from "finding the answer" and toward "telling a story."

Let me know what you think, I'd love to hear.  Come back Wednesday for a sample 30 minute lesson using google sheets. 

Note: Tableau is a paid data package that allows a 30 day trial without a credit card.