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Students aiming for college usually encounter a curriculum comprising algebra I and II, geometry, trigonometry, and sometimes calculus. However, California is planning a revamp of its math education, emphasizing tailored instruction based on individual student needs rather than a standardized approach.
Stanford University math instructor Brian Conrad explains that the State Board of Education is behind the extensive 1,000-page proposal, approved by the state in July. However, schools retain the autonomy to decide whether to adopt it. The board’s motivation stems from concerns about California students’ consistently poor performance in math. The board, composed of K-12 teachers and experts from various disciplines, revises the curriculum framework every seven or eight years.
The board’s goal is to make math instruction more engaging, allowing students to explore alternative content and possibly omit certain subjects at specific stages. The belief is that this approach will benefit all students without disadvantaging anyone.
However, Conrad points out that San Francisco’s experience challenges the equity claims made by proponents of blocking eighth-grade algebra I for everyone. He highlights concerns that without early identification of students on the advanced math track, some may miss the opportunity to pursue advanced math. The solution proposed—blocking everyone and suggesting alternative paths to reach calculus by the end of high school—is criticized for causing more stress and creating complex systems to achieve the same math knowledge goals.
In the proposed framework, an emphasis is placed on students learning data science instead of algebra II. However, Conrad notes the lack of clear standards or a definition for data science, and popular courses in this field often lack substantial math content. This poses a challenge, as secure jobs in data science typically require a four-year degree involving early learning of calculus, which becomes challenging without algebra II in high school.
Conrad raises a fundamental question about education: At what point should students make irreversible choices about their educational paths? In the U.S. system, delaying such decisions until college is preferred, allowing students the flexibility to explore diverse interests.
He acknowledges that some may choose not to pursue quantitative fields and proposes offering alternative courses like statistics. However, he emphasizes the importance of not misleading students by suggesting that avoiding core content in high school will keep all options open in college.
Conrad’s additional concerns about the proposed framework include insufficient suggestions for improving math instruction in elementary schools and a lack of pressure on K-12 textbook publishers to make their materials more engaging and motivating for students.