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Why this now? Watch https://www.youtube.com/watch?app=desktop&v=siS8jlTcUzo&ab_channel=VirginiaDepartmentofEducation https://www.youtube.com/watch?app=desktop&

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 5y 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 5y ago
  Having all students through Grade 10 taking the same classes will inevitably result in watering down the curriculum, as the material and expectations will have to accomodate the slowest students. Replacing Algebra 1 with "Algebra concepts" is like replacing cheese with "cheese food."
  - MyHypatia 5y ago
    Right now, if students are motivated they can test out of Algebra 1, Geometry, or Algebra 2 to advance faster. I don't see any prohibition on letting students test out of these math classes to advance faster either. Is there? The main difference is whether we spend an entire year on just geometry and then never bring it up again. Or whether we introduce a few mathematical concepts like data analysis, model development, and probability as students are learning these concepts. I don't see how this is an inevitable "watering down the curriculum." If there is language prohibiting students from advancing faster, then yes I think that is a problem. Including these concepts in the curriculum, in my opinion is good.
- deleted 5y ago
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MyHypatia 5y 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 5y ago
Having all students through Grade 10 taking the same classes will inevitably result in watering down the curriculum, as the material and expectations will have to accomodate the slowest students. Replacing Algebra 1 with "Algebra concepts" is like replacing cheese with "cheese food."
- MyHypatia 5y ago
  Right now, if students are motivated they can test out of Algebra 1, Geometry, or Algebra 2 to advance faster. I don't see any prohibition on letting students test out of these math classes to advance faster either. Is there? The main difference is whether we spend an entire year on just geometry and then never bring it up again. Or whether we introduce a few mathematical concepts like data analysis, model development, and probability as students are learning these concepts. I don't see how this is an inevitable "watering down the curriculum." If there is language prohibiting students from advancing faster, then yes I think that is a problem. Including these concepts in the curriculum, in my opinion is good.
deleted 5y ago
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