Brian Conrad on Real Vs. Fake Equity in the California Math Framework

Are You Kidding Me?

Over the summer, the California State Board of Education proposed its new math framework, a nearly 1,000 page document that has generated considerable controversy. While some are criticizing the overt political content within the framework, the more important question is: Will the framework actually help students learn math?

This week, Naomi and Ian are joined by Brian Conrad, mathematics professor and the director of undergraduate mathematics studies at Stanford University, to discuss the new framework. Brian focuses on the framework’s pitch for schools to offer “data science” courses as an alternative to Algebra II. Brian explains that not only are these data science courses much lighter in math content, but they also have the potential to steer students off track from being able to study actual Data Science at the college level.

He argues that the framework’s proposals center on optics, or “fake equity,” as opposed to changes that would actually serve disadvantaged students. As other proposals emerge in other states, without any clarity on the long term consequences for students, Brian notes that parents and university professors need to push back.

Resources

California’s Math Misadventure Is About to Go National | Brian Conrad | The Atlantic

Public Comments on the CMF | Brian Conrad

Show Notes

1:04 | What about the proposed California Math Framework was so concerning to you?

3:34 | What is data science as a field of study at the college level, and how would you describe the content of data science courses being advocated for at the high school level?

6:54 | What is the best progression of math from 8th grade through high school to ensure that students are best prepared for college?

10:00 | What response did you receive when you released your public comment?

11:45 | What happened in the San Francisco experiment with the new CMF?

13:28 | What do you think about CalTech’s decision to create an alternative pathway to admission for students that don’t have access to upper level courses in math and science?

18:08 | Do you think the tide is turning against “fake equity” proposals or will more of the country follow California’s footsteps?

20:20 | Is the concern behind some of these new proposals that allowing certain students to excel will cause inequity? Is that concern valid?

24:28 | What happens now that the new framework has passed?