Dive Brief:
- A contentious proposal put forth by North Carolina Senate education leaders is calling for a return to traditional mathematics and math sequencing (Algebra I, Geometry and Algebra II), a move that would eliminate the current integrated model of instruction.
- Critics point out that a curriculum rollback would mean that recommendations provided in December 2015 by a commission tasked with reviewing the state's math standards would be ignored, disserving students.
- The Senate Education Committee is expected to weigh the proposal and issue a decision next week.
Dive Insight:
North Carolina's move to consider rolling math curriculum back to an old model comes at a time when many other states and districts are moving in the opposite direction. Integrating mathematics concepts instead of keeping them in individual silos serves students by preparing them for a workplace where concepts are used in unison. The division can ultimately stifle critical thinking across the related subjects. Many argue that programming and computer science education is also a natural part of basic math instruction. Chris Bartlo, an Oregon-based computer science and math teacher, recently noted that coding "directly supports some of the core tenets of how we learn mathematics."
Policymakers and school leaders need to focus on what kinds of modern instruction best prepare students to enter a modern American workforce, setting aside the backlash and political controversies related to Common Core. Today's job market demands a heightened understanding of STEM skills. Due to the argument that U.S. schools aren't working hard enough to graduate students with the skills necessary to work in related fields, some states have already let coding classes count toward math credit requirements.
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