More than 700 mathematicians and scientists have signed an open letter denouncing recent “trends” in K-12 mathematics education aimed at closing achievement gaps that they say will damage America’s global competitiveness.
“We write to express our alarm over recent trends in K-12 mathematics education in the United States,” the “ Open Letter on K-12 Mathematics,” which has 746 signatories as of Dec. 6, says.
Signatories include several public school math teachers from California, numerous professors at University of California schools, including UC-Davis and UC-Berkeley, and staff at leading U.S. universities for hard science, including Stanford, Berkeley, CalTech, and MIT.
It comes after the California Department of Education this year postponed implementation of a new math framework that aims to keep students learning at the same level, citing equity, following widespread opposition to the curriculum. Opponents have said the reforms would discourage students who speak English as a second language.
The letter cites the California Mathematics Framework as particularly concerning, describing the recent reforms as “well-intentioned approaches to reform mathematics education,” but warns they may have “unintended consequences.”
While the California Mathematics Framework may superficially reduce disparities at the high school level, the efforts are merely “kicking the can” to college and will ultimately place K-12 public school students at a disadvantage compared with their international and private-school peers, the letter says.
Continued on Source: Hundreds of Mathematicians, Scientists, Sign Open Letter Against Social Justice-Based Curriculum
