During that year; I watched kids get excited about making connections. They cheered when they began seeing patterns. My math classes in school were never like this... I wasn't using flashy multimedia, or a modern textbook, kids were simply working together, making observations and drawing conclusions. Magic.

Why are people willing to spend hours working out Sudoku puzzles? Why are kids excited to spend hours with a video game? Why do mathematicians and scientist devote their lives to research?

There is inherent joy in the act of discovery. As a species that evolved intelligence at the cost of physical strength it shouldn't surprise us that we have a built in reward system for learning and discovery.

It seems to me that modern math education is not in need of more technology or new standards. Rather as math educators we need to focus our energy on returning the joy of discovery to our math classes. Isn't that what is so good about Dan Meyer's 3 Act approach and so wrong with the Khan Academy approach?

This topic came up again as I was describing the Exeter Math program to an administrator I found that I was using language very similar to as if I was teaching a textbook driven course - which was a bit troubling. Yet there is a key difference. While Exeter is paper based and not all the problems are amazing - it forces the joy of discovery back into the classroom. The burden to discover is on the students. It is a problem first solution second approach. The complete opposite of most (math) classrooms.

If I reflect on all the PD, all the TED talks, all the blog posts, all the books and all the long conversations over a beer or