Professor Jelani Nelson discusses the controversy around the California Math Framework, acceleration in math, and the impact of acceleration reforms in San Francisco. They also explore the CMF writing team, citation misrepresentation, and the importance of quantitative courses and algebra as a foundation for math education.
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Quick takeaways
Acceleration options should be available for students who excel in math to address disparities and prevent worsening inequities.
Including a diverse group of writers with expertise in different fields is crucial for accurate and effective recommendations in educational frameworks.
Deep dives
Critics argue against banning acceleration in math
Critics of the proposed California math framework (CMF) argue that the banning of acceleration in math classes is not the solution to address disparities in mathematics education. They believe that acceleration options should be available for students who excel and that removing acceleration could actually worsen inequities by advantaging students from families with resources. They highlight the importance of providing support and early preparation, improving numeracy, and ensuring students have a strong foundation in mathematics to excel in higher level math courses. Critics also voice concerns about the misrepresentation of citations in the CMF, with some scholarly papers being inaccurately referenced or having conclusions opposite to what was claimed. They advocate for evidence-backed approaches and accountability measures in education rather than conducting experiments that may harm students.
Importance of early math education and readiness
Critics emphasize the significance of early math education and readiness in addressing disparities in mathematics. They argue that foundational skills like knowing times tables and basic operations are crucial for building a strong math foundation. Focusing on improving numeracy and ensuring students are prepared for higher level math courses is seen as a more effective solution than banning acceleration. Critics stress that delaying students who are ready for advanced courses can lead to boredom and disengagement, and that challenging students and providing accelerated opportunities can foster excitement and motivation. They also advocate for programs that offer extracurricular enrichment and support, especially for underrepresented groups in STEM fields.
Critique of the California Math Framework composition
Critics raise concerns about the composition of the writing committee for the California Math Framework (CMF), pointing to a lack of representation from university-level mathematicians and experts in data science. They argue that a diverse group of writers, including experts from different fields, should have been involved to provide a comprehensive perspective. Critics stress the importance of including individuals with expertise in the content areas covered by the framework to ensure the accuracy and effectiveness of the recommendations. They assert that a lack of expertise in data science could lead to inaccurate claims and misunderstandings about its relevance in mathematics education.
Public comments and upcoming vote on the Math Framework
The public comments for the California Math Framework are due on July 7th, 2022. Individuals can submit comments through the California Department of Education's website. There will also be an opportunity to provide live public comments at the State Board of Education meeting on July 12th or 13th, where a vote on the Math Framework will take place. Critics encourage individuals to participate in the public comment process and voice their concerns or support for the proposed framework.
This is the second 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, Anna Stokke and Jelani Nelson discuss whether students should have the option of accelerating in math in middle school. First, Jelani describes how he founded the non-profit AddisCoder. Jelani shares his thoughts on acceleration and discusses the impact of acceleration reforms in San Francisco. They also discuss the makeup of the CMF writing team, citation misrepresentation in the CMF, among other topics.
For better or worse, California tends to lead the way when it comes to changes in education, so this episode is an important listen!
The next episode of Chalk & Talk will be published on July 28.