Broadly speaking, school mathematics has been placed in a double bind. From state policymakers, there is the culmination of decades of increasing requirements to teach more mathematics, which now often means a requirement of four full years of mathematics in high school or every student progressing through at least a second course in algebra (Remillard et al., 2017). From the mathematics education community, there is growing consensus around the call to ban tracking (e.g., National Council of Teachers of Mathematics, 2018; National Council of Supervisors of Mathematics & TODOS, 2016) because of the known harms of identifying and segregating students based on mathematical “ability.” But tracking is one of the primary strategies that schools (and communities) conceive of when trying to meet the demand for all students to complete more mathematics courses.
"Debating Mathematics Curriculum A Review of Andrew Hacker’s The Math Myth And Other STEM Delusions,"
The Mathematics Enthusiast: Vol. 20
, Article 2.
Available at: https://scholarworks.umt.edu/tme/vol20/iss1/2
Digital Object Identifier (DOI)
University of Montana, Maureen and Mike Mansfield Library