The need for conceptual learning is, perhaps, most needed in mathematics. To differentiate themselves from machines, students need to understand underlying mathematical principles so that they can be critical of machine output, make a wide array of applications, and understand why math problems are approached in certain ways to provide a deep appreciation of the discipline on a level not yet achieved by artificial intelligence. At HNMCS we take this approach to mathematics education seriously, exemplified by incorporating parts of Peter Liljedahl’s work out of Simon Fraser University in Vancouver.
