As a high school math teacher, I teach Quadratic Functions to both an advanced and non-advanced Algebra 2 course. When I think about surface, deep, and transfer, I definitely know that there is more deep/transfer learning occurring at the advanced level. Those students have a ability to dive into the material and apply it in various contexts, while the non-advanced course focuses more on procedures. With this unit, I have incorporated ideas with geometry and calculating area using quadratic models, we have performed graph transformations to try and catch or deflect balls in different location using DESMOS, and we look into application involving gravity. We also end the unit with quadratic regression, which is basically fitting a curve to a set of data to make predictions.

Moving forward, I would love to incorporate more deep learning into this unit, as quadratics are a baseline for a significant amount of higher STEM topics. At the non-advanced level, the applications vary from the advanced course, because those students are probably going to use what they learned for different purposes. I feel like there's definitely a deep element in both courses, but as with many math units it's more heavily weighted toward the surface level. I think a balance is crucial for math, especially when we face the "when am I going to need this?" question almost every day!