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I read the article, and it doesn't sound to me like they are removing math classes in the name of equity. It sounds like they are moving away from having kids

I read the article, and it doesn't sound to me like they are removing math classes in the name of equity. It sounds like they are moving away from having kids only learn Algebra for a year and then only learn geometry for a year. And instead have students learn a variety of mathematical concepts. The article said: "concepts courses wouldn't eliminate algebraic ideas but rather interweave multiple strands of mathematics throughout the courses. Those included data analysis, mathematical modeling, functions and algebra, spatial reasoning and probability." Honestly, that doesn't sound bad to me. It sounds more like how people actually use math in life and in work, rather than forcing kids to all of sudden only care about geometry for an entire year.

MrMan 6y ago
I was laying in bed worrying about the serial and periodic nature of math curriculum just this morning. My kids will finish algebra I this year then geometry then algebra II. And still haven't been shown any statistics beyond mean mode median. By the time algebra II Rolla around they will have forgotten a ton of algebra. And after one lump of geometry, they will never have it again
sqqqqrly 6y ago
I can only guess you are not in a STEM career. I am an electrical engineer. When I was 14, I did not know I would become one. I use math in my work every day. If Mr. Funacello (Norwood High) has not taught me Algebra I and II (had him twice) back in the day, I would not be an engineer now. Our kids need teachers like him. Some people use science and math beyond your experience in "every day life". These are the people that created the steam engine, Apollo, the Internet and our Covid vaccines. From the school board: "Let me be totally clear, we are talking about taking Algebra 1, Geometry, Algebra 2 – those three courses that we've known and loved ... and removing them from our high school mathematics program, replacing them with essential concepts for grade eight, nine, and 10." Fewer of these poor children will be in STEM careers. This is not to belittle whatever it is you do. All occupations are important. If I had it to do over again, I might be a plumber and start a business, skipping the student loan BS.
- tssva 6y ago
  Why would these changes result in any less children in STEM careers? The material presented in Algebra I, Algebra II, Geometry, etc. isn't being eliminated. The material is just being presented throughout a multi-year curriculum instead of being dumped into a single dedicated classes.
  - sqqqqrly 6y ago
    Why this now? Watch https://www.youtube.com/watch?app=desktop&v=siS8jlTcUzo&ab_channel=VirginiaDepartmentofEducation https://www.youtube.com/watch?app=desktop&v=siS8jlTcUzo&ab_c.... I did. The VMPI's number one goal (21:13) is to "Improve equity in mathematics learning opportunities". Note that is "equity", not equality. Why that difference? I would suggest that kids be given "equal" opportunities. Some will excel at STEM, some will excel at other things like business. Unfortunately, some will not excel. In 2018, 13 of 39 HSs in Baltimore have not a single child proficient in Math. NOT ONE! I do not have data for Norfolk, but is it likely to be much different? You cannot tell me that not a single kid in those 13 HSs are capable. In these HSs, none excel. Wouldn't we be better off helping these kids? Relabeling course names...is that a solution?
    - MyHypatia 6y ago
      The course names aren't being relabeled, they are being changed to introduce more concepts instead of just doing geometry for one year and then never discussing it again. I don't see any evidence the curriculum is being watered down. I don't see the problem in making math appeal to more people. We need more people who enjoy and understand math, not less. Including things like word problems that appeal to kids interested in different careers, data sets to analyze, practice creating models to describe the physical world. I think this will make math more interesting and relatable. Also, I think the concepts will stick with them more than spending and entire year only thinking about triangles and congruency, and then never thinking about it again.
      - hw-guy 6y ago

MrMan 6y ago

I was laying in bed worrying about the serial and periodic nature of math curriculum just this morning. My kids will finish algebra I this year then geometry then algebra II. And still haven't been shown any statistics beyond mean mode median. By the time algebra II Rolla around they will have forgotten a ton of algebra. And after one lump of geometry, they will never have it again

sqqqqrly 6y ago

I can only guess you are not in a STEM career. I am an electrical engineer. When I was 14, I did not know I would become one. I use math in my work every day. If Mr. Funacello (Norwood High) has not taught me Algebra I and II (had him twice) back in the day, I would not be an engineer now. Our kids need teachers like him. Some people use science and math beyond your experience in "every day life". These are the people that created the steam engine, Apollo, the Internet and our Covid vaccines. From the school board: "Let me be totally clear, we are talking about taking Algebra 1, Geometry, Algebra 2 – those three courses that we've known and loved ... and removing them from our high school mathematics program, replacing them with essential concepts for grade eight, nine, and 10." Fewer of these poor children will be in STEM careers. This is not to belittle whatever it is you do. All occupations are important. If I had it to do over again, I might be a plumber and start a business, skipping the student loan BS.

tssva 6y ago
Why would these changes result in any less children in STEM careers? The material presented in Algebra I, Algebra II, Geometry, etc. isn't being eliminated. The material is just being presented throughout a multi-year curriculum instead of being dumped into a single dedicated classes.
- sqqqqrly 6y ago
  Why this now? Watch https://www.youtube.com/watch?app=desktop&v=siS8jlTcUzo&ab_channel=VirginiaDepartmentofEducation https://www.youtube.com/watch?app=desktop&v=siS8jlTcUzo&ab_c.... I did. The VMPI's number one goal (21:13) is to "Improve equity in mathematics learning opportunities". Note that is "equity", not equality. Why that difference? I would suggest that kids be given "equal" opportunities. Some will excel at STEM, some will excel at other things like business. Unfortunately, some will not excel. In 2018, 13 of 39 HSs in Baltimore have not a single child proficient in Math. NOT ONE! I do not have data for Norfolk, but is it likely to be much different? You cannot tell me that not a single kid in those 13 HSs are capable. In these HSs, none excel. Wouldn't we be better off helping these kids? Relabeling course names...is that a solution?
  - MyHypatia 6y ago
    The course names aren't being relabeled, they are being changed to introduce more concepts instead of just doing geometry for one year and then never discussing it again. I don't see any evidence the curriculum is being watered down. I don't see the problem in making math appeal to more people. We need more people who enjoy and understand math, not less. Including things like word problems that appeal to kids interested in different careers, data sets to analyze, practice creating models to describe the physical world. I think this will make math more interesting and relatable. Also, I think the concepts will stick with them more than spending and entire year only thinking about triangles and congruency, and then never thinking about it again.
    - hw-guy 6y ago