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> Even more worrisome is the plan to replace an algebra-centered curriculum with one emphasizing data science, described as “21st century math.” I've taught al
by nanis 5y ago
> Even more worrisome is the plan to replace an algebra-centered curriculum with one emphasizing data science, described as “21st century math.”
I've taught all sorts of subjects ranging from Linear/Nonlinear Programming to Stats to Economic Theory at levels ranging from Intro to Ph.D.
I have no idea how one does "data science" (something like very basic Intro Stats at this level, I presume) without a good grounding in algebra in a way that has any meaning.
Sure, it is possible to teach the students to add 10 numbers and divide by 10 on a calculator and say they did "Data Schmeince" or some such. Or maybe they look at pictures and try to discern associations.
Does anyone know what this "data science" approach entails?
Update: Drafts are here in Word format: https://www.cde.ca.gov/ci/ma/cf/ https://www.cde.ca.gov/ci/ma/cf/
- High School 52
- Data Science for Equity and Inclusion 53
- Data for All Students: Living in a World Overloaded with Information 56
- Advanced high school data science 66
- Content Learning Outcomes 74
- Sample Courses 79
- High School Tools and Resources 81
Where's the math?
- skyde 5y agoI am as (liberal/democrat) as you can get and still find curriculum like this very worrisome. They seem to think that math is not "inclusive" and the solution is to teach less math. its very similar to those 2 documents: [1]:https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf https://equitablemath.org/wp-content/uploads/sites/2/2020/11... "The concept of mathematics being purely objective is unequivocally false" is on p. 65. "The focus is on getting the correct answer is White Supremacy" "requiring student to 'show their work is racist" [2] https://www.oregonlive.com/opinion/2021/03/opinion-antiracist-math-education-adds-up-to-better-results-for-students.html https://www.oregonlive.com/opinion/2021/03/opinion-antiracis...
- iudqnolq 5y agoYour second link never says the last two quotes. In fact, seems to me to support showing your work > Today, getting the correct answer to a math problem is still important. But teachers are also showing students that being “good at math” means applying that correct answer in service of a larger goal ... > In math classes, an answer becomes a launching point for conversations about how and why people solved the problem in different ways. As we expand our understandings, teachers often welcome the problem-solving strategies that students bring from their homes and cultures in addition to familiar formal U.S. strategies. This means teachers must make space for students to explore why solutions work. > To accomplish this, we encourage teachers to focus on math problems that invite curiosity and discussion ...
- skyde 5y agoQuote are from the first link only. I agree second link does not seem as bad. If the goal is on letting the students use a different (procedure/algorithm) that they learned a home instead of using the common core algorithm then I support it 100%