![]() The framework’s recommendations are voluntary, but they heavily influence districts’ and teachers’ decisions and serve as guidelines for textbook publishers. “The math ed community, the people I interact with on a regular basis, support the framework, and we are ready to move forward and get this implemented.” “The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement,” he said. Saying he was pleased that the “spirit” of the framework remains intact, Brown added, “This is the most equity-focused math framework I have ever seen as an educator in California.”Ī sample of public comments on math framework After a final hearing scheduled for Wednesday, the board is expected to pass it, perhaps with minor changes.Īmong those who will urge the board to adopt the final draft is Kyndall Brown, a former high school math teacher who is the executive director of the state-funded California Mathematics Project Statewide Office. The state board r eleased the new draft on June 26 it accepted comments only through noon on July 7. The California Department of Education oversaw the revision it reflected changes recommended by the Region 15 Comprehensive Center of WestEd, the San Francisco-based research and service organization, which reviewed and analyzed the earlier public comments. The third and likely last version, in response to more than 900 comments and petitions pro and con, took 14 months to complete. The revised framework is nearly four years in the making. Many teachers are confident it will, but there are skeptics. ![]() With the adoption of new textbooks, it may take years of intensive teacher training on a magnitude the state has not funded in decades before it becomes clear whether the revised Mathematics Framework for California Public Schools will move the needle of student engagement and achievement. Parents of children ready to advance earlier complain the delay will be a needless obstacle for students needing calculus to qualify as a STEM major in college. ![]() And it indicated the committee planned to review the matter further.Įighth-grade Algebra I: As in previous versions, the framework discourages school districts from offering Algebra I to 8 th graders, preferring that it be universally taught in ninth grade. In a surprise July 7 letter, the UC Senate Faculty committee that approves courses acceptable for admission to UC and CSU requested removing two references in the framework indicating UC-approved high school data science courses could meet Algebra II requirements. That won’t end sharp disagreements over how much math should be in data science courses. Critics worry a de-emphasis on direct instruction and math fluency, like times tables, will hinder students’ ability to progress to algebra.ĭata science: The revision drops a third math pathway for data science beside the traditional pathway ending with calculus. Guiding principles: The revision affirms the commitment that all students can succeed at high levels by making math engaging and relevant and teaching through “big ideas” making connections to other math standards and concepts.
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