This is an interesting idea.  We certainly need ways to help students understand algebra word problems.  Will your next bootcamp also be with college students?  Do you have plans for moving it into high school?  If so, at which levels would you intend to use it and why?

I am interested in your strategy for "chunking" into schemas.  This is intuitively appealing, and I wishi I'd had it in my own high school algebra class.  I would think that it would give students a sort of vocabulary or set of tell-tales to look for in interpreting word problems — do you have a library of such schemas you are drawing from, or are you identifying the ones relevant to your target students as you go along?  Are you asking/challenging students to identify or characterize schemas for themselves, from the problems they have encountered (and solved)?

I'm curious about whether or not students are able to carry forward their experiences with model construction and apply their what they have learned to novel situations outside of the Topomath environment?

 Visual learning is a great method of engaging students. I wondered about the success of your Boot Camp students as they moved forward in higher level math.  Do you plan to track these students?

Thanks for sharing how student difficulties and teacher successes using their own strategies in the first boot camp led to revisions you're making now. You're working with college students...would this (or your envisioned end-result) work in high school settings or are there things you anticipate would need to be quite different to work with this population?