The framework proposes a fundamental shift to how math content is structured throughout the grades. Here are four core themes to understand about the new framework. That’s where the rubber’s going to really meet the road,” said Cynthia Glover Woods, the state board’s vice president. “What’s most important beyond this framework is going to be the professional development, the determination of the instructional materials that will support instruction. With the framework adopted, board members referenced the months- and years-long work ahead. “The process has taken a long time, but it has allowed many voices to be heard and has resulted in a deeper, important understanding, better conversations, and provided insight into the complexities that we all must grapple with as we roll this out,” said Ellen Barger, the chair of the curricular and improvement support committee. (Some citations were later removed from the draft the committee voted on.)ĭespite revisions since the first draft of the framework was released in early 2021, Wednesday’s meeting saw nearly two hours of public comment, including from critics. Scholars from Stanford University, the University of California Berkeley, and the California Institute of Technology, among others, had challenged it in public letters others tracked down its research citations, disputing how they were used in the document. Long before its adoption, the framework had been the subject of vociferous public debate. In essence, the framework has become a proxy both for longstanding debates over math education-such as the teaching techniques teachers should use and whether to track students into different course sequences-and newer ones, such as if, and how, coursework should address social issues and politics. Its reach has already been felt beyond the state’s borders. The framework is guidance, not a binding document, but it influences instructional practices, professional development, and materials adoption in California-one of the largest education markets in the country, with just under 6 million students in its K-12 public schools. The same old, same old will not get us to a new place.” “This is an area of great need, and change is imperative. We are one of the lower-achieving countries … and California is below the national average in its achievement in mathematics,” said Linda Darling-Hammond, the president of the California State Board of Education, during the board’s meeting on Wednesday. “The United States has not been teaching math effectively or equitably. It also encourages teachers to make math culturally relevant and accessible for all students, especially students of color who have been traditionally marginalized in the subject. The 1,000-page framework aims to put meaning-making at the center of the math classroom, promoting a focus on problem-solving and applying math knowledge to real-world situations. The California State Board of Education voted to adopt a new-and much-debated-math framework on Wednesday, concluding a years-long process that involved three drafts, prompted hundreds of suggested revisions, and reignited decades-old arguments over the purpose of math education and the meaning of equity.
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