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Revisiting the Legacy of San Francisco’s Detracking Experiment

ED Surge

Even years later, San Francisco Unified School District casts a shadow over attempts to quash long-standing disparities in math. In 2014, the district pushed algebra to ninth grade from eighth grade, in an attempt to eliminate the tracking, or grouping, of students into lower and upper math paths.

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Talented Students Are Kept From Early Algebra. Should States Force Schools to Enroll Them?

ED Surge

Julie Lynem’s son had taken algebra in eighth grade, but hadn’t comprehended some of the core concepts. After a family discussion, we decided he would repeat Algebra 1 in ninth grade,” Lynem, a journalism lecturer, wrote in CalMatters. Last July, California adopted a new K-12 math framework.

Algebra 339
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How To Boost Student Engagement: Modern Tools for Math Teachers

Ask a Tech Teacher

Wondering how to get your students upbeat about learning math? Modern educational tools make it possible to add a practical edge to math lessons, as students can observe math structures at play in the real world and see how people apply these formulas to solve common challenges. But where to start?

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Are Students’ Math Futures Being Unwittingly Set By Tracking?

ED Surge

When Pierrce Holmes entered ninth grade, his school put him in 9C, a lower-level algebra class. Before then, Holmes had always earned good grades in math — mostly As — and when he found out his friends were in honors math, he felt he belonged there too. When America’s math performance is lagging , it could have big consequences.

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Early Numeracy as a Cornerstone of Long-Term Academic Success

ED Surge

A study published in Developmental Psychology found that early math skills at kindergarten entry are among the most significant predictors of later academic achievement , even more so than early reading skills. Addressing early numeracy can be pivotal in closing achievement gaps, particularly for students from underserved communities.

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The Math Revolution You Haven’t Heard About

ED Surge

Math professor Martin Weissman is rethinking how his university teaches calculus. Called Math 11 A and B, these classes, which students take as freshmen and sophomores, constitute a “leaky pipeline,” Weissman says. There are math requirements for those majors. CAMBRIDGE, Mass.

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Equity and Access in Math Education

ED Surge

One of the most insidious causes for the difference in achievement is a stubborn culture of low expectations by the adults in their schools. Yet, some math teachers, eager to help a struggling student at the first sight of frustration, deprive the learner of a productive struggle.