The decision to not share about the concentric hierarchy in public schools, in K-12, came from an authority I so far have not encountered, and nor would I trust it initially if I did, as I disagree with the decision.
Another possibility is it -- the nested polys with volumes expressed in tetravolumes -- just fell through the cracks.
Perhaps the decision was to not share in K-12, as that ghetto-neighborhood is already packed to the gills with tested content and prereqs, but in higher ed, we have more room to share. Note to Earlham.
I think maybe the "fell through the cracks" narrative has merit. There's a chicken-egg issue with booting any new content, like starting a startup.
The decision to share about the concentric hierarchy in some public schools is the one I'm backing. We're free to start in the literature department, or in history. We're also free to continue questioning the slow adoption by others, demonstrating a competitive spirit.
If computer science (a) exists and (b) takes an interest (in that school, does it have its own server space?), then we're free to widen the circle. Look for schools that share Blender (blender.org).
Teachers of mathematics are welcome to keep their distance, as they have been doing. We'll be drawing on their knowledge base, while trying not to disturb their SAT, AP and ACT preparations.
