Refusing to teach kids math will not improve equity

In this web content, the author discusses the current direction of math education in the United States, particularly in California and Cambridge, Massachusetts. They express frustration with the “progressive” approach to math education, which includes delaying the teaching of subjects like algebra in the name of equality. The author argues that this approach is misguided and unsupported by evidence. They emphasize the importance of investing resources in education, highlighting the success of tutoring programs in helping students catch up and learn math. The author advocates for teaching more math instead of less, particularly to disadvantaged students, in order to promote equity and develop the country’s human capital.

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