Math, Media, and Manipulation: Unpacking the Algorithms That Influence Us

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Understanding Algorithms: A Math Teacher’s Perspective

As a high school math teacher, I’ve always been interested in algorithms. In the classroom, I teach students how to use step-by-step procedures to solve problems, like the long division algorithm for polynomials or the structured problem-solving methods in DeltaMath. But beyond math, algorithms shape nearly every aspect of our digital lives, from the videos we watch to the news we consume. This topic is especially relevant to me, not just as a teacher, but also as a parent.

My students are deeply engaged in social media platforms like TikTok, Snapchat, and Instagram. I often hear them discussing trending videos, viral challenges, and influencer drama. They don’t always realize how much of their experience is shaped by algorithms designed to maximize their time on the platform. At the same time, my 13-year-old recently got a phone and, while he doesn't have social media yet, he is an avid YouTube watcher. Since the content recommendations on platforms like YouTube, TikTok, Snapchat, Instagram, and Facebook are all algorithm-driven, I wanted to better understand how these systems work and what influence they have on both my students and my own children.

The Power of Algorithms in Digital Spaces

Image Source: https://sproutsocial.com/insights/youtube-algorithm/

One of the most eye-opening resources I explored was PBS Learning Media’s discussion on YouTube’s recommendation algorithms. The video explains how YouTube prioritizes engagement, often pushing sensational or polarizing content to keep users watching. Even if someone starts watching harmless educational videos, they could quickly be led down a path of more extreme or misleading content. This made me think about my children’s viewing habits. While they mainly watch entertainment, video game walkthroughs, or craft challenge videos now, I need to be mindful of how the algorithm could steer them in unexpected directions.

Image Source: https://www.socialchamp.com/blog/facebook-algorithm/

Similarly, the Pew Research Center’s study on Facebook’s algorithms and personal data explores how social media platforms collect vast amounts of user data to shape the content people see. Many users assume their feeds are neutral reflections of reality, but in truth, they are highly curated by algorithms designed to keep engagement high. This is particularly concerning when I think about my students, who often take the information they see on TikTok or Snapchat at face value without questioning why it appears in their feed in the first place.

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Another compelling resource I explored was the Most Likely Machine interactive experience (Artefact Group), which highlights how machine learning algorithms make predictions based on historical data and the problems that can arise when those predictions are flawed. One of the key takeaways from this resource is that algorithms do not have all the information; they rely on past data, which reflects human opinions and biases. As a result, instead of being purely objective, algorithms can actually reinforce and amplify existing biases. Even more concerning is that once an algorithm makes a prediction, whether correct or not, it tends to repeat and multiply its mistakes, further embedding bias into decision-making processes. This is especially relevant in areas like job hiring, policing, and education, where algorithm-driven systems can unintentionally deepen existing inequalities. In schools, adaptive learning platforms and AI-based grading tools may seem neutral, but if they are built on biased or incomplete data, they could unfairly advantage some students while disadvantaging others. While these technologies have the potential to improve learning experiences, they also raise important ethical concerns about fairness and accountability, reminding me that even in math, where algorithms are essential problem-solving tools, their real-world applications require careful scrutiny.

Implications for Teaching and Parenting

As a math teacher, I already incorporate algorithmic thinking into my lessons, however, this research has encouraged me to take it a step further. I plan to have more discussions with my students about how the algorithms that power their favorite social media apps work and how they can critically evaluate the content they consume. If they understand that their feeds are not just random but carefully curated based on their past behavior, they might become more skeptical and intentional about their online experiences.

As a parent, I am also more aware of how my children’s digital habits are being shaped by recommendation algorithms. While I have already made the decision to delay social media use, I now realize that YouTube’s algorithm can be just as influential. Moving forward, I plan to have ongoing conversations about why certain videos or recommendations appear, how to recognize algorithmic manipulation, and how to actively seek out diverse and high-quality sources of information.

Final Thoughts

What surprised me most was how little control users have over the algorithms that shape their online experiences. It’s easy to assume that we are making independent choices about what we watch or read, but much of what we see is curated behind the scenes. This has changed the way I think about algorithms. Not only will I be more intentional about teaching students to analyze and question algorithmic influence, but I will also be more proactive in helping my own children navigate an increasingly algorithm-driven world.

For educators, parents, and anyone navigating digital spaces, understanding algorithms is essential. I highly recommend checking out the sources I linked above to gain a deeper understanding of how these systems work. The more we know, the better we can equip ourselves and the next generation to engage with technology thoughtfully and responsibly.

INTRODUCTION

Hello and welcome to Tangents in Technology, a blog exploring the intersection of teaching, adolescence, mathematics, educational technology, and the ever-evolving digital landscape.

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ABOUT ME

My name is Pete Drinan, and I live in Downers Grove, IL, with my wife, Katie, and our two children, Charlie (13) and Maggie (9). Our family stays busy with school, cross country, theater, basketball, Irish Dance, and volleyball. In my free time, I enjoy traveling, spending time outdoors (golfing, biking, boating, and hiking), reading, and listening to podcasts. One of my favorite destinations is Hilton Head Island, SC, specifically, the Sea Pines Resort. My family has vacationed there since I was a toddler, and Katie and I have continued the tradition by alternating each summer between Hilton Head and a new destination. We have traveled to Breckenridge, Colorado, Scottsdale, Arizona, Austin, Texas, New York City, Galena, Illinois, and we’re currently planning a trip to London, England and Paris, France for the summer of 2026.

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EXPERIENCE

I am in my 21st year of teaching mathematics, with three years at the junior high level and eighteen at the high school level, all within Catholic education. As a product of Catholic schools myself and a parent of children attending a Catholic school, I strongly believe in the value, impact, and unique opportunities that Catholic education provides. I have taught a range of courses, including Pre-Algebra, Algebra, Geometry, Algebra 2, and Precalculus, at both the college prep and honors levels. Currently, I teach Honors Algebra and Honors Advanced Algebra Trigonometry.

Over my career, I have witnessed and adapted to the evolution of classroom technology, from chalkboards and overhead projectors to document cameras, graphing calculators, iPads, and digital learning platforms. Transitioning from a paper-and-pencil environment to a fully 1:1 iPad classroom has been both exciting and challenging, but it has reinforced my commitment to engaging, innovative, and effective instruction.

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TECHNOLOGY AND SOCIAL MEDIA IN EDUCATION

As technology continues to shape the educational landscape, I am particularly interested in how emerging tools, including artificial intelligence (AI), learning management systems (LMS), and social media, can enhance both instruction and student engagement. Currently, our school uses Blackbaud as our LMS, which offers expanded features and improved functionality to better support our school community. In my classroom, I use Blackbaud to organize and disseminate information, including posting guided notes, homework assignments, screencasts, and videos. Additionally, I incorporate Notability for guided notes and homework, ALEKS for personalized learning and assessment, DeltaMath for targeted skill practice, and TI-SmartView for calculator applications.

Integrating technology into a Catholic high school setting presents unique challenges. Limited resources mean that we do not always have access to the latest tools, and professional development opportunities focused on ed tech are scarce. Additionally, the deeply rooted traditions of Catholic education can make change slow. However, I believe that progress requires adaptability, creativity, and a willingness to take risks. Tradition, after all, is simply innovation that worked. This perspective fuels my excitement for this course on social media and emerging technologies. I look forward to exploring new ideas, tools, and strategies that will shape the future of education.

I have always found social media to be an interesting and powerful tool for communication, connection, and learning. While I like social media and appreciate its many benefits, I don’t use it very much in my daily life. Currently, I have a Facebook, X/Twitter account, and a LinkedIn profile, but that’s about it.

That being said, I am not opposed to social media by any means. I recognize its value in networking, staying informed, and engaging with different communities. I am open to trying or starting on other platforms in the future, especially as I continue to explore its role in education and emerging technologies.

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Teenagers and Social Media

TEENAGERS AND SOCIAL MEDIA

Image Source: https://www.commonsense.org/education/articles/3-ways-savvy-teens-can-showcase-themselves-using-social-media

I chose to explore the category of "Teenagers" and social media this week for two reasons. First, as a high school teacher I hope to gain some insight into my students and their social habits. And two, becuase I have a 12 year old and 8 year old and I know this topic is about to enter my house any minute now. Below are some thoughts on a few articles that I explored.

WE ASKED TEENAGERS WHAT ADULTS ARE MISSING ABOUT TECHNOLOGY. THIS WAS THE BEST RESPONSE.

The MIT Technology Review held an essay contest asking teenagers about what adults misunderstand about their generation and technology, Taylor Fang, the winning author, provided a compelling perspective. Fang emphasizes that social media isn't just a platform for social connections but a vital means for young people to cultivate and express their identities. Fang explains that while social media can have adverse effects, it also provides a sense of visibility and validation for teenagers, allowing them to represent themselves authentically. However, she advocates for a more nuanced understanding from adults and encourages them to engage in open conversations with teenagers about technology. Fang shares her personal journey, detailing how she eventually turned to creative writing as an alternative mode of self-representation, finding solace and identity away from the pressures of social media. She argues that the selfie, often dismissed as narcissistic, holds meaning as a form of self-expression, and urges adults to perceive it through a more empathetic lens. Fang's essay underscores the importance of recognizing the complex ways in which teenagers use technology, advocating for a shift in perspective from mere consumption to creative self-discovery.

WHEN IS YOUR BRAIN READY FOR SOCIAL MEDIA?

The article "When Is Your Brain Ready for Social Media?" by Derek Lartaud discusses the impacts of social media on young individuals and the challenges associated with determining an appropriate age for its usage. Despite the age restriction of 13 on most platforms, a notable percentage of 8 to 12-year-olds are active on social media, raising concerns about their vulnerability to potential risks such as data privacy breaches, cyberbullying, and exposure to online predators. The Children's Online Privacy Protection Act (COPPA) was implemented to safeguard children from data exploitation, recognizing them as a particularly vulnerable group. Studies indicate that while social media can potentially boost confidence and alleviate feelings of loneliness and depression among young teens, their developing brains are still highly susceptible to the emotional impacts of online interactions. The article raises pertinent questions about the appropriate age for social media use, considering both the potential advantages and risks associated with its early exposure.

THE SURGEON GENERALSAYS 13 IS TOO YOUNG FOR STUDENTS TO BE ON SOCIAL MEDIA. BUT, IS IT REALISTIC?

This article discusses the U.S. Surgeon General's assertion that 13 is too young for children to be on social media, suggesting that parents should consider restricting access until the ages of 16, 17, or even 18. While acknowledging the well-intentioned motives behind this proposal, the article argues that taking a proactive and positive approach to helping students navigate social media is more effective than implementing strict restrictions. The Surgeon General emphasizes concerns regarding the potential negative impact of social media on young teens, citing data suggesting that frequent use of social media can affect neural sensitivity, making them more vulnerable to social pressures online and offline.

Despite the challenges of enforcing age restrictions, the article stresses the importance of equipping students with the necessary tools to use social media responsibly. It offers several recommendations for educators to foster a healthy balance between online and offline activities, including designated tech-free time during school, encouraging offline hobbies, teaching respectful tech usage during conversations, and educating students about identifying and avoiding suspicious online content. The article concludes by highlighting the significance of maintaining a current understanding of online trends and fostering open discussions about responsible social media use.

REFLECTION

So, when are kids old enough for social media? I guess I'm not really sure, but personally I feel like the longer you can put it off the better. I am lucky in that my 12 year old son is not that interested...yet. He has several friends in the neighborhood and none of them have phones, but they do all have smartwatches that can make calls and send "canned" texts so they are able to communicate with one another. Plus, they all live close enough that they can walk or ride their bikes to each others' houses to see one another or hang out. In other words, he has not been left our or impacted by the fact that he does not have a phone or social media. He is still able to meet friends, socialize, and hit developmental milestones. However, I have a feeling in the next year or so this will all change as they get phones for birthday or Christmas gifts. Then I think the most important thing becomes communication and trust around the device and the various social media accounts. Educating young people about digital citizenship, appropriate useage, and healthy habits becomes paramount to nagivating this technology because as danah boyd explains, "Along with planes, running water, electricty, and motorized transportation, the internet is now a fundamental fact of modern life."

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