“When are we ever going to use this?” A bizarre question to ask, but indeed one that is so near and dear to the hearts of many students across the United States. Math in the U.S. typically uses a curriculum that consists of a Traditional or Integrated approach. Both approaches are two different organizations of the Common Core State Standards which are principles students should know by the end of each grade, as stated by the Public Policy Institute of California.
At MHS, the math department now uses the Integrated Pathway after a school-wide curriculum switch in 2015 to comply with the new (revised) state standards, Assistant Principal Amanda Gross said in an email interview.
Despite this switch, I believe both pathways are not effective and students should not be taught using either one. The reason is simple: mathematics following the state standards explains many trivial concepts with die-hard complexity. It is no surprise that “more than a decade after the 2010 release of the Common Core state standards in English and Mathematics, no convincing evidence exists that the standards had a … positive impact on student achievement,” according to The Brookings Institution. In regards to the Integrated Pathway, a similar case can be made as the exact same standards are implemented; the only difference is organization.
Moreover, the Integrated Pathway promotes rote memorization rather than genuine problem-solving, as the same old methods are practiced in spite of a new curriculum. Students are being taught through an archaic fashion with an emphasis on memorization rather than inquiry. For example many math teachers here use the “fill-in” style notes which is not allowing students to fully develop as many critical thinking skills.
One solution is to take inspiration from New Hampshire’s Phillips Exeter Academy, which relies on a custom curriculum grounded in the Harkness method. This method involves a format that forces students to learn by a means of discussion according to the National Association of Independent schools. In return students are taking a more proactive role in their education, discovering new concepts as a whole. Hence, for the sake of preserving both the ingenuity of our past and our present, more should be done to ensure students are learning the critical math skills for the betterment of their future.