> Why do we have to only get to calculus or pre-calculus concepts so late and why is it so extreme like it is all or nothing? I agree. I did some research on t

> Why do we have to only get to calculus or pre-calculus concepts so late and why is it so extreme like it is all or nothing? I agree. I did some research on teaching the concept of instantaneous speed to 5th graders. Building on their intuitive understanding—from a young age on we are continuously confronted with dynamic systems such as (loco)motion, weather, computer games, cooking, and so on—and connecting to their understanding of a constant speed, I devised a learning trajectory to explore and deepen their understanding of instantaneous speed more mathematically, including quantifying it. If anyone is interested, you can read more about it here: https://heerdebeer.org/DR/thesis/ch5.html https://heerdebeer.org/DR/thesis/ch5.html