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With unanimity and generally high praise on Wednesday, the State Board of Education passed the new California Mathematics Framework that took nearly four years and three versions to adopt.
The new framework, which will guide teachers and spell out what publishers must adopt, comes at a critical time, said Ellen Barger, an assistant superintendent for Santa Barbara County who has participated in the framework process. Flocks of new teachers relying on outdated textbooks and struggling to help students recover from the pandemic “all create a sense of urgency,” she said during a two-hour presentation by the California Department of Education.
“Teachers are seeking clarity and guidance to ensure mathematics that is engaging, enjoyable, meaningful and inclusive.”
That is the promise of a nearly 1,000-page framework, which calls for significant shifts in instruction. It will stress approaches that seek to engage all students by emphasizing problem-solving and creating context and the relevance of math to students’ daily lives. The goal is to build a conceptual understanding of what students will learn before delving into math procedures and algorithms that traditionally have come first.
That is what state board member Gabriela Orozco-Gonzalez, an elementary school teacher in Montebello Unified, said appeals to her in the framework. “The framework’s focus on fundamental concepts, open-ended tasks, justice, student inquiry, reasoning and justification aligns with effective mathematics teaching practices,” she said. “I am encouraged by the incorporation of strategies to support diverse learners, such as promoting multilingualism, facilitating group work, employing visual aids, and establishing cultural connections.”
Board member Kim Pattillo Brownson also praised the focus in early elementary years “on student-centered learning, experiential learning and conceptual understanding, which is oftentimes a little bit harder for many parents — I’ll count myself in this category — who learned more on an algorithmic sort of set of principles.”
“Starting with the logic of math, the decomposing numbers of understanding how to manipulate them then moving to fluency and rapid recall is fantastic,” she said.
The three hours of public testimony that preceded the vote mirrored discord over the framework that inspired 1,500 public comments in response to two extensive revisions. The three main disagreements were over the wisdom of centering instruction around “big ideas” while, critics said, diminishing direct instruction and fluency from teaching math facts and algorithms; wording that discouraged taking algebra in eighth grade, giving advanced students a head start to calculus in 12th grade; and the framework’s approach to data science in high school.
Though the divisions of opinion are deep, the board did approve a series of amendments to the framework suggested by the California Department of Education that addressed the issues, though likely they won’t mollify critics.
In commenting on each area, Board President Linda Darling-Hammond said some commenters “who see the world through a polarized math war lens” falsely pitted “investigation and inquiry against solid learning of math facts in ways that assure fluency and proficiency.” She pointed out the balance that inquiry and teaching standard algorithms both were mentioned four dozen times in the same framework chapter; math fluency was mentioned 23 times. The amendment clarified that math facts for addition and fluency with the algorithms for multiplication and division will meet the grade requirement set by the Common Core standards.
Tom Loveless, a former senior fellow at the Brookings Institution, the author of a book on the Common Core standards, who said the imbalance would hinder students’ growth, gave a “tip of the hat” to the change but said the framework’s “message that math facts can be treated lightly remains.”
Darling-Hammond said that the position on eighth-grade algebra also was misconstrued. The framework emphasizes the ability of students to accelerate in middle school or high school at different times, at their own pace; what must end is tracking, starting in early elementary school that locks mostly low-income, Latino and Black students, on a track to nowhere, she said. The framework encourages acceleration options, whether geometry in a summer program, personalized learning, or a compressed course in high school. She cited an example in New York, where support classes and a redesigned curriculum enabled an entire class of middle schoolers to take algebra in eighth grade.
The approved amendment is a simple one-sentence reaffirmation as an asterisk to a diagram on high school course pathways in the chapter on high school math (chapter 8) — “Students may take Algebra 1 or Mathematics 1 in middle school.”
Commenters from the public, however, insisted that the language in the same chapter and the diagram reinforce the view that ninth graders should take a “common course” in Algebra I. While applauding the intention of “finding ways to help struggling math students attain greater proficiency,” Kathy Jordan said that approach will fail, as it did in San Francisco Unified. It has abandoned a policy of mandating all students take ninth-grade algebra after evidence that it held back advanced students while failing to narrow inequities.
In some districts in the Bay Area, a sizable portion of eighth graders take algebra in order to avoid having to compress four courses of math – Geometry, Algebra II, Precalculus and Calculus – into three through summer school or a compressed Algebra II and Precalculus course. The framework drafters are calling for a work group by mathematicians to reduce redundancies in standards and prune less important standards to enable Calculus by senior year without extra courses.
Data science became a focus of the framework, which framework authors initially proposed as a separate high school pathway, then withdrew in the final draft amid opposition from CSU and UC STEM professors. High school courses in data science have become popular in the past several years, and CSU has designed several as a way to encourage students who were ready to quit math after the minimum two-year requirement to continue for a third or fourth year.
Commenters reiterated its importance.
“This course transformed my own teaching practices and transformed the lives of many students,” said one teacher. “Data science by nature brings equity into the classroom. Students who had a dislike for math suddenly were transformed in to math lovers. They became skilled in statistical analysis, computer programming and critical thinking, valuable skills needed to navigate this world.”
Said a math teacher from Merced County, “I’ve watched students wrestle with creating and manipulating formulas to solve open-ended problems, but doing so through equity-connected topics such as skin-tone representation (in the) media, community water usage, and other topics that are engaging. They’ve developed their critical thinking skills, and analytical skills as they endeavor to make sense of calculations and results from large databases.”
The flashpoint was the approval by a Senate faculty committee, called BOARS, crediting data science courses that included minimum math for satisfying Algebra II. Faced with criticism that students taking them would be unprepared for harder courses and a major in STEM in college, BOARS changed its mind at a meeting last Friday, and withdrew the Algebra II credit. Without disclosing that decision, the chair wrote to the state board, asking that it delete references in the framework that tied data science to Algebra II.
Breaking the silence, the executive director of the UC Faculty Senate partially clarified the confusion Wednesday in a statement to Darling-Hammond, which she read. It said, in part, “There’s been continued discussion about the adequacy of a small number of data science courses, not data science broadly, in the context of our systemwide student preparedness expectations.”
The statement said BOARS would establish a working group “to examine the criteria that determine whether a course is considered advanced math and to draft a charge for their undertaking over the coming months.” Meanwhile, the university “will still recognize the existing advanced math courses approved to fulfill the subject requirement,” including data science, “for this year’s applicants to the university.”
The two most popular data science courses that grant credit for Algebra II and are taught in several hundred high schools are Introduction to Data Science, designed by UCLA Statistics Professor Rob Gould, and Explorations in Data Science by YouCubed, an organization established by Jo Boaler, a Stanford University math education professor and one of the authors of the original framework. Various speakers praised both at the meeting.
The process of approving curriculum materials for the new framework, which will have to be written from scratch, could take two years or longer. Meanwhile, teachers are awaiting word on a rollout of training. Speakers stressed the critical need for extensive professional development; the Department of Education has not yet released plans.
Panelists discussed dual admission as a solution for easing the longstanding challenges in California’s transfer system.
A grassroots campaign recalled two members of the Orange Unified School District in an election that cost more than half a million dollars.
Legislation that would remove one of the last tests teachers are required to take to earn a credential in California passed the Senate Education Committee.
Part-time instructors, many who work for decades off the tenure track and at a lower pay rate, have been called “apprentices to nowhere.”
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Jimmy Le 9 months ago9 months ago
Math success begins at home and with parental involvement in math education very early on. No amount of detracking can help minorities.
LogicalParent 10 months ago10 months ago
California Math Framework was rushed into place due to politics and poor management. It had not been peer reviewed to be a system that actually works. Common Core Education was also something rushed and not peer reviewed. Review the evidence from the resultant test scores. U.S. has a bad history re-inventing the wheel when it comes to public services and education. What is should had done was study and review top systems that work. Implement … Read More
California Math Framework was rushed into place due to politics and poor management. It had not been peer reviewed to be a system that actually works. Common Core Education was also something rushed and not peer reviewed. Review the evidence from the resultant test scores.
U.S. has a bad history re-inventing the wheel when it comes to public services and education. What is should had done was study and review top systems that work. Implement them at small scales, review, and implement at large scales once they had been verified to be something effective and efficient.
Some of the problems of our current education are thick costly books that can be fewer pages and simplified to be more effective when it comes to teaching instructors and students. If you look at the some of the top countries, this is what they have for their kids. Our education industry needs major reforms, and they should be more quality oriented towards their customer base. As for our public education reviewers, they should be also quality oriented, reviewed, and tested the products they recommend for their school districts. The reviewers should not be wined and dined for doing their jobs with integrity.
I was not satisfied with my daughter’s education materials from public school, so I did my own research and found some good books from various places on the internet. Every time she was required to take the state assessment exams, she always scored in the vary high range. The books I used were free or very cheap and some were used or clearance items. The books ranged from math, grammar, and STEM items such as biology, chem, and computer science.
The current math framework should be peer reviewed and revised to satisfy STEM industry critics, which are many. Not addressing concerns is a problem and a dis-service to those are interested in a STEM career of study. For those who are not into STEM, have a different tree branch for this that also needs to be peer reviewed.
The DEI movement needs to understand what it is doing when it comes to realistic education outcomes, not untested theories. Mixing high performing with low performing kids, does not improve the outcomes due to common denominator issues. However, teaching kids about emotional intelligence, interests, reasons, motivation, and self-discipline does.
A Fourth Grade Math Teacher in the Central Valley 10 months ago10 months ago
People making big decisions without actually visiting teachers in the classrooms, or asking for their input. Teachers are busy teaching: it is difficult to give input when we are trying to teach the many challenging math standards to students at all levels in our one classroom, and in our district, without any additional support. The focus should be on preparing students for the world after they graduate. Will everyone go to college? No. … Read More
People making big decisions without actually visiting teachers in the classrooms, or asking for their input. Teachers are busy teaching: it is difficult to give input when we are trying to teach the many challenging math standards to students at all levels in our one classroom, and in our district, without any additional support.
The focus should be on preparing students for the world after they graduate. Will everyone go to college? No. Can we work towards giving them the opportunity to make that choice or not? Yes. But we keep pushing students to know and do more and more, and a lot of it beyond their level of brain development. It’s no wonder there is an attendance problem in the state: school is not as fun as it used to be.
I have taught fourth grade for 6 years. Every year, I have students who do not know their math facts, how to add, how to subtract, or how to multiply at the beginning of the year. Is it fair for me to expect them to know the distributive property of multiplication by 4th grade? It just seems that we are pushing our students to learn math that is beyond their brain development (in the case of the distributive property, they have to learn it in third grade, which means that eight year olds are doing algebra.)
Basic foundational skills are what we should focus on at the elementary level for all students. Students do not get enough practice using the curriculum. They are expected to know how to multiply and divide multi-digit numbers in as little as 7 to 10 days. I see success when students know their multiplication tables, but the majority do not. So then, I have to give them extra practice and give them ways to “multiply” math facts because they struggle to know them. I think that this is happening because teachers have to move forward quickly through curriculum so that we cover all the standards before state testing. That in itself is an impossible task. But we just keep moving forward and leaving students behind because we have so many standards to cover.
As far as the whole justice part …I am all for equity. All students should have access to quality materials and teachers. How is that going to be measured? The curriculum that we have is terrible, yet no one asks the teachers what we think.
I guess the gist of this is that no one asks the teachers in the classroom for their input. We’re just here, trying to do our best with many standards, students at different levels, and little time, with the stress and pressure of the state test.
Replies
Jim 9 months ago9 months ago
“U.S. has a bad history re-inventing the wheel when it comes to public services and education.”
And California is particularly bad. Was there any evidence that changing start times would raise performance? Not a single shred of evidence I am aware of yet that question was never asked before the state mandate.
MA.Ed.PaulDF 10 months ago10 months ago
As both a product of and a contributor to the California academic world ~ I took the most logical and rational step and moved to another state, far away from the progressive intellectual rot that is destroying that once great state. From the demographic and commerce data, it appears mine is the most popular choice. When will the state reverse direction? Ans: It won’t.
Beto 10 months ago10 months ago
I’m slow…. can anybody explain to me how “justice” fits into teaching/learning math and algebra?
JudiAU 10 months ago10 months ago
European and UK universities are now so skeptical of American high school “achievement” because of grade inflation, poor content standards, and the continuously lowered standards of the SAT (no longer even required at many colleges because “hard”) that they have established special new standards for the sad little Americans. Even mediocre colleges now only accept Americans with multiple AP scores of 5. In most of the world Algebra is completed at the end of primary … Read More
European and UK universities are now so skeptical of American high school “achievement” because of grade inflation, poor content standards, and the continuously lowered standards of the SAT (no longer even required at many colleges because “hard”) that they have established special new standards for the sad little Americans. Even mediocre colleges now only accept Americans with multiple AP scores of 5. In most of the world Algebra is completed at the end of primary school. Our nerds are publicly flogged for such daring even as teens.
Meanwhile in CA, “big ideas” (not disclosed) still wins even after the UC decides that it will no longer allow Rock, Paper, Scissors to serve as a substitute for Allegra II after somebody, finally listened to some mathematicians.
Replies
Jim 10 months ago10 months ago
I’m in the throes of looking at EU/UK colleges now. You are correct in that the only documentation that most want are AP scores “If students apply with 4 APs they can have a score of 5,5,4,4, otherwise they need 5,5,5.”. They know better to look at inflated grades or other participation trophies.
FNobrega 10 months ago10 months ago
2+2=4 is universal, I grew up in Latin America and Math is the same there as it is in Egypt, France or India. The talk about "multilingualism" is absolutely nonsense and the term "big ideas" will just dilute the Math language. The board ignored (and mocked with silly jokes) parents (aka tax-payers), teachers and even real Mathematicians. There is a huge discrepancy between "Math Educators" and real Mathematicians and instead of working together, the … Read More
2+2=4 is universal, I grew up in Latin America and Math is the same there as it is in Egypt, France or India. The talk about “multilingualism” is absolutely nonsense and the term “big ideas” will just dilute the Math language. The board ignored (and mocked with silly jokes) parents (aka tax-payers), teachers and even real Mathematicians. There is a huge discrepancy between “Math Educators” and real Mathematicians and instead of working together, the board decided to snub Prof Conrad’s (Stanford)and Prof Nelson’s (UC Berkeley) and went ahead approving a document with ethical conflicts and data discrepancies that were not explained to many stakeholders asking questions. Congrats bureaucrats. Kids will be punished, not the board.
I can’t wait now to see equity in k-12 sports; hopefully we can remove any kind of try-outs for teams and have short kids playing basketball to achieve equity as well.
Cathy Kessel 10 months ago10 months ago
A prescient remark from the 2013 Framework about algebra in eighth grade: In the particular case of mathematics, there is a “vocabulary” around the names of mathematics courses that is likely to cause confusion not only for educators, but also for parents. Prior to the development of the CA CCSSM, “Algebra I” was taught in grade eight to an increasing number of students. That same course California Mathematics Framework name will be the default for grade … Read More
A prescient remark from the 2013 Framework about algebra in eighth grade:
In the particular case of mathematics, there is a “vocabulary” around the names of mathematics courses that is likely to cause confusion not only for educators, but also for parents. Prior to the development of the CA CCSSM, “Algebra I” was taught in grade eight to an increasing number of students. That same course California Mathematics Framework name will be the default for grade nine, as most students who move forward will complete the CA CCSSM for grade eight—and the new version of Algebra I is more rigorous and more demanding than previous versions of Algebra I. Even so, the changes are expected to cause confusion. The most practical solution is to describe the course content, in addition to giving course names, as a way to eliminate confusion until “Algebra I,” as commonly used, now refers to a ninth-grade and not an eighth-grade course.
2013 California Mathematics Framework, Appendix D, Course Placement and Sequences, https://www.cde.ca.gov/ci/ma/cf/documents/mathfw-appendixd.pdf, pp. 825–826
Brenda Lebsack - Teacher 10 months ago10 months ago
Hopefully School Choice will be enacted before any further dumbing down of academic expectations is implemented in the state of California, which the state board of education typically justifies in the name of "equity". And when the state board says something is "recommended", if districts fail to comply, our super majority D legislators will most likely pass a law to remove local control and mandate their state tyranny for the sake of "diversity … Read More
Hopefully School Choice will be enacted before any further dumbing down of academic expectations is implemented in the state of California, which the state board of education typically justifies in the name of “equity”. And when the state board says something is “recommended”, if districts fail to comply, our super majority D legislators will most likely pass a law to remove local control and mandate their state tyranny for the sake of “diversity and inclusion” in order to acknowledge “lived experience” as “objective truth and reality.” Even if those “experiences” are acquired while vaping shrooms.
As BF Skinner said, “The best predictor of future behavior is past behavior”. (ie: AB 1078). https://www.californiafamily.org/2023/07/ca-legislators-push-bill-to-combat-local-school-board-who-insulted-their-lgbtq-hero/
Jim 10 months ago10 months ago
The below may be the desire of teachers however parents are often more focused on “be able to solve math problems”. Being able to solve math is no longer a priority of the state of California.
“Teachers are seeking clarity and guidance to ensure mathematics that is engaging, enjoyable, meaningful and inclusive.”
SFUSD Math Teacher 10 months ago10 months ago
"Advocates of the framework agree that intensive training will be critical and a heavy lift for teachers who lack strong content knowledge." So there will be tons of money for more PD, led by non-teachers, failed-teachers, and rabid ideologues who have no idea what mathematics is or how it should be taught. SFUSD math teachers will have to sit through more hours of "intensive training" as a captive audience being forced to learn pedagogical methods that … Read More
“Advocates of the framework agree that intensive training will be critical and a heavy lift for teachers who lack strong content knowledge.”
So there will be tons of money for more PD, led by non-teachers, failed-teachers, and rabid ideologues who have no idea what mathematics is or how it should be taught. SFUSD math teachers will have to sit through more hours of “intensive training” as a captive audience being forced to learn pedagogical methods that don’t work and are not supported by valid research. To top it off we’ll be forced to use poorly designed Equity Product$ from YouCubed, Inc. and CPM in our classrooms.
At the end of the day, I hope everyone realizes that the brunt of this debacle is going to fall on the backs of classroom math teachers. We’re the ones who will have our evaluations dinged when we don’t provide enough “deeper learning tasks” and “relevant problems rooted in social justice” or fail to differentiate across multiple grade levels, so that students with 3rd grade math skills and those ready for precalculus will all be equally challenged and engaged.
And when it fails – and it will, as it already has been for a decade! – it’s the math teachers who will be blamed.
Dr. Bill Conrad 10 months ago10 months ago
Something for everyone according to Linda Darling Hammond! Balanced Math! We saw how well Balanced Reading fared! Never mind though! My efforts at data science show that almost 50 million US 4th graders are illiterate in both reading and math over 20 years as measures by NAEP! Big picture hands-on science with the teacher as guide on the side facilitating student-centered project based work has produced a generation of science illiterate citizens unable to support and address … Read More
Something for everyone according to Linda Darling Hammond!
Balanced Math!
We saw how well Balanced Reading fared! Never mind though! My efforts at data science show that almost 50 million US 4th graders are illiterate in both reading and math over 20 years as measures by NAEP!
Big picture hands-on science with the teacher as guide on the side facilitating student-centered project based work has produced a generation of science illiterate citizens unable to support and address human induced global climate change!
I guess we needed more Balanced Science!
California students, especially our children of color, will be left behind in the new Balanced Math zeitgeist! Tragic for sure!