More math, less math war A false equity versus excellence debate over mathematics curricula has long disrupted education in the United States
成果类型：
Editorial Material
署名作者：
Schoenfeld, Alan; Daro, Phil
署名单位：
University of California System; University of California Berkeley
刊物名称：
SCIENCE
ISSN/ISSBN：
0036-13860
DOI：
10.1126/science.adk6419
发表日期：
2024-03-22
页码：
1297-1299
关键词：
摘要：
A false equity versus excellence debate over mathematics curricula has long disrupted education in the United States Owing to scientific advances, high-school and college science curricula in the US today barely resemble those of 50 years ago. Most science curricula are modular: Topics of emerging interest can be inserted as units, without major impact on the broader curriculum. Mathematics instruction, by contrast, is much the same as it was a half century ago-hierarchically organized and inflexible, with each building block taking up a semester or an entire year. Concerns persist around the role of such curricula in creating and perpetuating gaps in math education and subsequent opportunities and outcomes along racial, ethnic, and socioeconomic lines. These tensions lead to a false equity versus excellence dichotomy that has fueled recent flare-ups of decades-long math wars over curricula and instruction. We suggest that curricular modularity, by which all students can engage the same high-quality mathematics content together, can help resolve this false dichotomy.