Dr. Jelani Nelson, a professor at UC Berkeley, discusses the controversy surrounding the proposed California Math Framework (CMF). The discussion focuses on the promotion of data science, changes to math requirements in the UC system, and the emergence of data science courses as substitutes for Algebra II. They also address concerns about equity and the importance of a strong math foundation for STEM careers.
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Quick takeaways
The proposed California Math Framework (CMF) has sparked concerns among STEM leaders due to its promotion of data science and potential replacement of algebra two.
Data science courses marketed as alternatives to algebra two lack the necessary mathematical rigor and content, potentially leaving students ill-prepared for higher-level math courses and STEM careers.
There is a growing call for a reevaluation of the approvals given to data science courses as substitutes for algebra two to ensure fair representation of their content and rigor.
Deep dives
The California math framework and concerns raised by STEM leaders
STEM leaders, including Dr. Jelani Nelson, have expressed concerns about the proposed California math framework (CMF). The CMF has prompted debates and criticisms regarding its promotion of data science in high school courses and the potential replacement of algebra two. There are worries that certain data science courses, such as Introduction to Data Science (IDS) and Explorations in Data Science, do not adequately cover the necessary mathematical content required for STEM fields.
Data science and the need for rigorous math education
Data science is a multidisciplinary field that combines statistics, mathematics, and computer science to extract insights and knowledge from data. To pursue a data science degree, students typically need to study rigorous math subjects, including calculus, linear algebra, and probability and statistics. Critics argue that data science courses being marketed as alternatives to algebra two lack the necessary mathematical rigor and content, potentially leaving students ill-prepared for higher-level math courses in college and STEM careers.
Concerns about equity and the promotion of data science courses
Proponents of data science courses argue that they can address high failure rates for certain students, particularly black and Latino students, in algebra two. However, critics, including Dr. Gould, the creator of IDS, have faced backlash for suggesting that courses like IDS are a solution for racial disparities in math education. There is skepticism regarding the marketing of these courses as equity-driven, as they often lack the mathematical depth needed to provide a strong foundation for students pursuing STEM fields.
Concerns about the Validation of Data Science Courses
There are concerns regarding the validation of data science courses in California. A subcommittee consisting of math and statistics faculty recommended that these courses be approved as satisfying advanced mathematics requirements. However, it is argued that the courses don't actually meet the criteria outlined by the Board of Regents statement. For example, one of the stated requirements is that the course should be designed for 11th and 12th graders, but some data science courses are designed for 9th and 10th graders. Additionally, concerns are raised about the lack of mathematical depth in these courses.
Call for Reevaluation of Approvals and Impact on Students
There is a growing call for a reevaluation of the approvals given to data science courses, such as IDS and U-CUBE, as fulfilling the advanced math requirements. These approvals allow students to use these courses as substitutes for algebra 2, potentially limiting their preparation for STEM careers. It is argued that there should be more clarity in the advertising of these courses, highlighting that they are electives rather than suitable replacements for fundamental mathematics courses. The faculty has the authority to revoke these approvals, and there is hope that a closer examination will be conducted to ensure fair and accurate representation of the content and rigor of these courses.
This is the first episode of a two-part series featuring Dr. Jelani Nelson. He is a professor in the Department of Electrical Engineering and Computer Science at UC Berkeley. Dr. Nelson, and other STEM leaders, have publicly raised concerns about the proposed California Math Framework (CMF). In this episode, much of the discussion surrounds the CMF’s promotion of data science and changes to math requirements in the University of California system.
Anna Stokke and Jelani Nelson discuss what sort of math is needed for a data science degree and the crucial role of Algebra II in preparing students for careers in STEM. Jelani explains the circumstances surrounding the emergence of two high school data science courses that have been marketed as substitutes for Algebra II, despite containing minimal math content. He also addresses the claim that the CMF is equity-based. They wrap up the episode by discussing what happened when he retweeted a post about a prominent math educator charging a school district $5000 an hour in consulting fees.
For better or worse, California tends to lead the way when it comes to changes in education, so this episode is an important listen!