> In general we need deeper foundational knowledge beyond memorization of notation.
This sounds like you're advocating for more memorization of notation, earlier, so children will have the time to be taught the deeper "foundational" knowledge that requires that notation. Otherwise, I don't know what you're talking about.
> Algebra has historically been a kind of gatekeeping in middle school between kids who plug in the formulas vs the kids who "arent good at math."
Any child can be good at math. A lot of children are traumatized by the unforgiving nature of quantitative reasoning, get discouraged, and are told by innumerate or condescending adults that it's alright to quit because they don't have a math brain, or that the equationa are just military-corporate imperialism used to distract people from their deeper, innate, math-senses.
This sounds like you're advocating for more memorization of notation, earlier, so children will have the time to be taught the deeper "foundational" knowledge that requires that notation. Otherwise, I don't know what you're talking about.
> Algebra has historically been a kind of gatekeeping in middle school between kids who plug in the formulas vs the kids who "arent good at math."
Any child can be good at math. A lot of children are traumatized by the unforgiving nature of quantitative reasoning, get discouraged, and are told by innumerate or condescending adults that it's alright to quit because they don't have a math brain, or that the equationa are just military-corporate imperialism used to distract people from their deeper, innate, math-senses.