Math teachers at Catholic Memorial teach their own courses, but they don't have a clear picture of how their course connects to the ones before and after it. A geometry teacher introduces "perpendicular" - but did the students see that term in algebra? Will it come back in precalc? Teachers were making assumptions about what students had already learned, and those assumptions were often wrong. The department had no shared map of how topics, vocabulary, and skills thread across the full math sequence. Without that visibility, teachers couldn't scaffold effectively, and students experienced gaps and redundancies that nobody intended.

I started by interviewing math teachers and reviewing course syllabi to identify the key topics and vocabulary that appear across multiple courses. Then I built an information architecture that organizes this data by topic thread - so you can trace a concept like "slope" from its first introduction through every course where it appears, seeing how the language and complexity evolve. The interface needed to be simple enough for teachers to use without training but powerful enough to reveal real patterns. I designed it as an interactive web tool: select a topic or term, see where it appears across the curriculum, and understand how it's taught at each level.

The tool presents the math curriculum as an interconnected map rather than isolated course outlines. Teachers can select a topic and see its full vertical thread - where it's introduced, where it's reinforced, where it's extended, and where it's assumed as prior knowledge. Vocabulary alignment is highlighted so teachers can see whether they're using consistent language or accidentally creating confusion. The interface is clean and functional. It uses a dashboard layout with filtering and search, and the data is structured so the math department can update it as curriculum changes. It's not a one-time deliverable - it's a living tool.

This project sits at the intersection of everything I care about - education, systems thinking, and design. The hardest part wasn't the interface. It was the information architecture - figuring out how to structure curriculum data in a way that reveals connections instead of burying them. Working directly with teachers gave me a deep respect for how much invisible knowledge exists in a school and how much better things could work if that knowledge were made visible. This is the kind of tool I want to keep building.