Anonymous wrote:

Anonymous wrote:NP here. I support tracking students by ability. But there is a lot of evidence that teaching integrated math - not separating algebra, geometry, etc - is better for students and leads to more thorough comprehension. This region is too focused on accelerating kids through a checklist instead of slowing down and letting them engage with theory and real world application.

A lot of support?
https://www.sandiegouniontribune.com/ramona-sentinel/opinion/sd-cm-ram-commentary-fay-20170120-story.html

https://www.rcschools.net/apps/news/article/1764568

https://www.edweek.org/teaching-learning/georgia-to-abandon-mandate-on-teaching-integrated-math/2015/02

Take equity out of the equation. What is the valid scientific support for it?

Anonymous wrote:

Anonymous wrote:NP here. I support tracking students by ability. But there is a lot of evidence that teaching integrated math - not separating algebra, geometry, etc - is better for students and leads to more thorough comprehension. This region is too focused on accelerating kids through a checklist instead of slowing down and letting them engage with theory and real world application.

This is a transient area. Students move in and out. We can't just totally change our math curriculum - if we are totally out of alignment with other states, it would be terrible for students moving into or out of the state.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP here. I support tracking students by ability. But there is a lot of evidence that teaching integrated math - not separating algebra, geometry, etc - is better for students and leads to more thorough comprehension. This region is too focused on accelerating kids through a checklist instead of slowing down and letting them engage with theory and real world application.

A lot of support?
https://www.sandiegouniontribune.com/ramona-sentinel/opinion/sd-cm-ram-commentary-fay-20170120-story.html

https://www.rcschools.net/apps/news/article/1764568

https://www.edweek.org/teaching-learning/georgia-to-abandon-mandate-on-teaching-integrated-math/2015/02

Take equity out of the equation. What is the valid scientific support for it?

DP. My APS teacher friend said that they slowed down math acceleration several years ago when the HS math teachers complained about the preparedness of students who were accelerated by 3 years. Now it's just max 2 years (A1 in 7th). It had nothing to do with equity, just student performance.

Did this relate to integrated math? And your friend doesn’t equal a lot of support.

I was referring on the accelerating kids through a checklist comment.

WRT integrated math, seems like there is limited data. Here was one study:
https://www.sciencedaily.com/releases/2013/09/130916122137.htm

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP here. I support tracking students by ability. But there is a lot of evidence that teaching integrated math - not separating algebra, geometry, etc - is better for students and leads to more thorough comprehension. This region is too focused on accelerating kids through a checklist instead of slowing down and letting them engage with theory and real world application.

A lot of support?
https://www.sandiegouniontribune.com/ramona-sentinel/opinion/sd-cm-ram-commentary-fay-20170120-story.html

https://www.rcschools.net/apps/news/article/1764568

https://www.edweek.org/teaching-learning/georgia-to-abandon-mandate-on-teaching-integrated-math/2015/02

Take equity out of the equation. What is the valid scientific support for it?

DP. My APS teacher friend said that they slowed down math acceleration several years ago when the HS math teachers complained about the preparedness of students who were accelerated by 3 years. Now it's just max 2 years (A1 in 7th). It had nothing to do with equity, just student performance.

Did this relate to integrated math? And your friend doesn’t equal a lot of support.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP here. I support tracking students by ability. But there is a lot of evidence that teaching integrated math - not separating algebra, geometry, etc - is better for students and leads to more thorough comprehension. This region is too focused on accelerating kids through a checklist instead of slowing down and letting them engage with theory and real world application.

A lot of support?
https://www.sandiegouniontribune.com/ramona-sentinel/opinion/sd-cm-ram-commentary-fay-20170120-story.html

https://www.rcschools.net/apps/news/article/1764568

https://www.edweek.org/teaching-learning/georgia-to-abandon-mandate-on-teaching-integrated-math/2015/02

Take equity out of the equation. What is the valid scientific support for it?

DP. My APS teacher friend said that they slowed down math acceleration several years ago when the HS math teachers complained about the preparedness of students who were accelerated by 3 years. Now it's just max 2 years (A1 in 7th). It had nothing to do with equity, just student performance.

Anonymous wrote:

Anonymous wrote:NP here. I support tracking students by ability. But there is a lot of evidence that teaching integrated math - not separating algebra, geometry, etc - is better for students and leads to more thorough comprehension. This region is too focused on accelerating kids through a checklist instead of slowing down and letting them engage with theory and real world application.

A lot of support?
https://www.sandiegouniontribune.com/ramona-sentinel/opinion/sd-cm-ram-commentary-fay-20170120-story.html

https://www.rcschools.net/apps/news/article/1764568

https://www.edweek.org/teaching-learning/georgia-to-abandon-mandate-on-teaching-integrated-math/2015/02

Take equity out of the equation. What is the valid scientific support for it?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Staff was told it was happening. We had PD on it 2 years ago, spent multiple days analyzing pathways, and then it disappeared.

--math teacher

Who told you? Gatehouse?

And what exactly was "happening"? Did they say that algebra 1 (concepts) were no longer going to be taught in middle school?

There were multiple pathways? Any including calculus?

DP.

Wow. Some of you are desperately trying to deflect.

We, the parents of students in FCPS, all received the same email; it was posted earlier:

“Fairfax County Public Schools is preparing for the implementation of the Virginia Department of Education’s (VDOE) Virginia Mathematics Pathways Initiative (VMPI) and we want families to be aware of proposed changes to Mathematics course offerings. To understand the proposed changes to the course progressions, VDOE is offering . . . “

If Terry McAuliffe had won the governors race, VMPI would have been rammed through. That is simply a fact.

Another fact is the original VMPI eliminated trig and calc from HS.

There is a particularly nasty troll on DCUM who denies everything about VMPI, and argues it would have been so wonderful. I suspect that VMPI troll is posting in this thread now too.

And FCPS is still finding other ways to sabotage advance mathematics is our public schools.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Staff was told it was happening. We had PD on it 2 years ago, spent multiple days analyzing pathways, and then it disappeared.

--math teacher

Who told you? Gatehouse?

And what exactly was "happening"? Did they say that algebra 1 (concepts) were no longer going to be taught in middle school?

There were multiple pathways? Any including calculus?

DP.

Wow. Some of you are desperately trying to deflect.

We, the parents of students in FCPS, all received the same email; it was posted earlier:

“Fairfax County Public Schools is preparing for the implementation of the Virginia Department of Education’s (VDOE) Virginia Mathematics Pathways Initiative (VMPI) and we want families to be aware of proposed changes to Mathematics course offerings. To understand the proposed changes to the course progressions, VDOE is offering . . . “

If Terry McAuliffe had won the governors race, VMPI would have been rammed through. That is simply a fact.

Another fact is the original VMPI eliminated trig and calc from HS.

There is a particularly nasty troll on DCUM who denies everything about VMPI, and argues it would have been so wonderful. I suspect that VMPI troll is posting in this thread now too.

And FCPS is still finding other ways to sabotage advance mathematics is our public schools.

Anonymous wrote:

Anonymous wrote:Staff was told it was happening. We had PD on it 2 years ago, spent multiple days analyzing pathways, and then it disappeared.

--math teacher

Who told you? Gatehouse?

And what exactly was "happening"? Did they say that algebra 1 (concepts) were no longer going to be taught in middle school?

There were multiple pathways? Any including calculus?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Staff was told it was happening. We had PD on it 2 years ago, spent multiple days analyzing pathways, and then it disappeared.

--math teacher

Who told you? Gatehouse?

And what exactly was "happening"? Did they say that algebra 1 (concepts) were no longer going to be taught in middle school?

There were multiple pathways? Any including calculus?

Don’t answer this, Math Teacher. She’s been told this was presented as a done deal bc FCPS. She doesn’t want to believe it. Who cares, it didn’t happen?

Anonymous wrote:NP here. I support tracking students by ability. But there is a lot of evidence that teaching integrated math - not separating algebra, geometry, etc - is better for students and leads to more thorough comprehension. This region is too focused on accelerating kids through a checklist instead of slowing down and letting them engage with theory and real world application.

Anonymous wrote:

Anonymous wrote:Staff was told it was happening. We had PD on it 2 years ago, spent multiple days analyzing pathways, and then it disappeared.

--math teacher

Who told you? Gatehouse?

And what exactly was "happening"? Did they say that algebra 1 (concepts) were no longer going to be taught in middle school?

There were multiple pathways? Any including calculus?

Anonymous wrote:NP here. I support tracking students by ability. But there is a lot of evidence that teaching integrated math - not separating algebra, geometry, etc - is better for students and leads to more thorough comprehension. This region is too focused on accelerating kids through a checklist instead of slowing down and letting them engage with theory and real world application.

Anonymous wrote:I received the email below this morning from FCPS. And it does not say anything about removing Algebra 1 from middle school. Stop coming on here and giving false information.

Helping students to complete Algebra 1 by eighth grade is part of our Strategic Plan (Goal 3: Academic Growth and Excellence). The Algebra Access Network Improvement Community (AANIC) is working to increase the diverse representation of students who take advanced math classes and succeed in them. Learn more about the AANIC cohorts at Kilmer and Key middle schools and hear students explain why algebra matters to them.

Passing Algebra 1 earlier allows students to take more advanced classes like Dual Enrollment courses, Advanced Placement (AP), and International Baccalaureate (IB) courses. These advanced courses help students succeed in college. A recent study from the Northwest Evaluation Association (NWEA) found that completing Algebra 1 by eighth grade led to 30% more ninth graders and 16% more 11th graders taking advanced courses.