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Because taking geometry in 8th vs 9th vs 10th grade doesn’t really matter. And given we are otherwise doing just fine, I think stagnation is far more likely to

Because taking geometry in 8th vs 9th vs 10th grade doesn’t really matter. And given we are otherwise doing just fine, I think stagnation is far more likely to come from somewhere else.

akho 5y ago
I’m sorry, could you give some context to non-Americans? What does “taking geometry” mean? My school had geometry as a subject in grades 7-11 (with 11 being the final year), were you expected to pack it all in one? How does that work?
- kingaillas 5y ago
  I'd interpret the phrase "taking geometry" in this context to refer to the quality and depth of math education available, and to a lesser degree how wealthy the school district is. Given typical HS math curriculum (algebra/geometry up to calculus) being able to offer geometry early gives enough time to offer calculus; otherwise a school could teach it late and it won't matter because math education stops early anyway. Also connotes to a degree college-track vs non college-track students, again due to the highest math a HS offers. It is extremely desirable to take calculus in HS to prepare for college, but if most students don't go to college, no need to take/offer calculus, no need to start the math sequence early, etc. I went to HS in the US and I remember a split in the math curriculum starting in 10th grade (I didn't go to my HS in 9th grade so I can't say). The vast majority of kids planning on college took a combined algebra 2/trigonometry class in 10th grade; the other kids took either algebra 1, geometry, or algebra 2 (without the trig) depending on previous courses. So the comment "taking geometry in 8th vs 9th vs 10th grade" would mean something like comparing schools for numbers of college-track students and funding (8th grade great - implies a HS with a large body of students going to college, well funded in order to offer variety of classes; 10th grade not good - implies a HS with a small body of students going to college; not well funded, math stops before calculus, etc.)

Because taking geometry in 8th vs 9th vs 10th grade doesn’t really matter. And given we are otherwise doing just fine, I think stagnation is far more likely to come from somewhere else.

akho 5y ago

I’m sorry, could you give some context to non-Americans? What does “taking geometry” mean? My school had geometry as a subject in grades 7-11 (with 11 being the final year), were you expected to pack it all in one? How does that work?

kingaillas 5y ago
I'd interpret the phrase "taking geometry" in this context to refer to the quality and depth of math education available, and to a lesser degree how wealthy the school district is. Given typical HS math curriculum (algebra/geometry up to calculus) being able to offer geometry early gives enough time to offer calculus; otherwise a school could teach it late and it won't matter because math education stops early anyway. Also connotes to a degree college-track vs non college-track students, again due to the highest math a HS offers. It is extremely desirable to take calculus in HS to prepare for college, but if most students don't go to college, no need to take/offer calculus, no need to start the math sequence early, etc. I went to HS in the US and I remember a split in the math curriculum starting in 10th grade (I didn't go to my HS in 9th grade so I can't say). The vast majority of kids planning on college took a combined algebra 2/trigonometry class in 10th grade; the other kids took either algebra 1, geometry, or algebra 2 (without the trig) depending on previous courses. So the comment "taking geometry in 8th vs 9th vs 10th grade" would mean something like comparing schools for numbers of college-track students and funding (8th grade great - implies a HS with a large body of students going to college, well funded in order to offer variety of classes; 10th grade not good - implies a HS with a small body of students going to college; not well funded, math stops before calculus, etc.)