Curriculum graph
Links concepts, representations, misconceptions, prerequisites, and transfer patterns—not just chapters.
- Cambridge 0625 seed map
- Teacher-editable sequences
- Source-linked content
The Lattice model
Teach the move behind the answer.
Subject knowledge matters. So does knowing when to question an assumption, compare models, seek disconfirming evidence, or change course. Lattice treats those moves as teachable.
A repeated learning cycle
Reasoning becomes visible through action.
- 01
Observe
Identify the phenomenon, separate data from interpretation, and notice what is missing.
- 02
Model
Express a mechanism in words, diagrams, mathematics, or code.
- 03
Challenge
Test assumptions, generate alternatives, and look for evidence that could change the claim.
- 04
Transfer
Use the same reasoning move in a less familiar context and explain why it still applies.
Four connected systems
Adaptive does not have to mean opaque.
Each recommendation can be traced to curriculum goals, observable work, and a teacher-adjustable hypothesis about what the learner needs next.
Learner model
Updates provisional beliefs about strategies demonstrated in recent work.
- Evidence trails
- Confidence ranges
- No fixed ability labels
Inquiry tutor
Selects the smallest prompt likely to move reasoning forward without taking ownership away.
- Hint fading
- Counterexample prompts
- Multiple representations
Teacher console
Surfaces class patterns, uncertain diagnoses, and representative student work.
- Lesson-level signals
- Teacher override
- Exportable evidence
A different optimization target
From completion to capability.
Typical adaptive practiceLattice
Predict the next correct answer
Identify the next useful reasoning move
Shorten time to completion
Increase productive independence
Model mastery as one score
Show concepts, strategies, evidence, and uncertainty
Give stronger hints after failure
Change representation or challenge the underlying model
Design principles
Guardrails are part of the pedagogy.
Agency over compliance
The student makes the claim; the system creates conditions for testing it.
Uncertainty made explicit
Diagnosis is presented as a revisable hypothesis supported by visible evidence.
Teachers remain authors
Educators control learning goals, acceptable methods, pacing, and intervention.
See it in context