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> Th concept of industrial-style tracked education is generally falling out of favor and being displaced by individualized curriculum adaptation with ad hoc, te

• dragonwriter 5y ago
  > The Equitable Math proposal is not this at all. It is exactly this minus ad hoc grouping, which is the least important and most subject-variable part. It explicitly and repeadtedly calls out the need for individualized opportunity, support, and expectations throughout, and explicitly cites as motivation concrete experience combining de-tracking with differentiated work and open-ended exploration improving performance outcomes for both more and less proficient students. I don't know if people criticizing it aren't reading it, or if the parts that depart from the industrial-style one-size-fits-all in predefined groups model are so foreign to some people that they are literally incapable of incorporating them into their mental model of the framework despite them being explicit in the text.
  • threatofrain 5y ago
    In classroom sizes of 30 to 40, which is typical of California, I don't know what kind of imagination you have for individualized learning, especially when all children must be in the same class without any opportunity for advancement, ever. And do you expect that a 9th grade teacher will have the range to teach Algebra 1/2, Trigonometry, Geometry, and Calculus? The ability to jump forward into Calculus is about an individual child's capability to do Calculus. The ability to jump forward in math is the opposite of one size fits all.