Well, the parents who were freaked out were parents of younger children. High school CC got almost no attention at all.

But I disagree with you that Geometry is roughly the same. They moved most of geometry down into seventh and eighth grade math. It’s really noticeable when you buy geomtetry books.

]]>As we were looking to update our pacing based on the post-Common Core standards, I realized that the newer standards are still, like Common Core, asking for less in Algebra 2 than the 2007 standards did. Yes, the Algebra 2 teachers have been finagling things, going beyond what the standards were asking for.

I viewed Common Core as more of a directive on how we should be teaching, because the what ranged from roughly the same, as in Geometry, to “where in the world did conics go?” as you approach Pre-Cal.

Probably from federalism, because weren’t Common Core standards going to be tougher than those other standards they replaced?–the content did not get parent ire as much as kids grouping numbers in unfamiliar ways before adding or subtracting.

]]>Sorry, I missed this comment earlier. The people affected by the downstream implications were all in the meeting. That is, the upper math department includes all the teachers who teach the topics beyond algebra 2: trignometry, precalc, calculus, stats, etc.

]]>What so many reform-niks don’t get is how much control teachers get over our situation. There are ways to temporarily make our lives unpleasant if we don’t play ball, but few sustainable ways to really force the matter.

As you said: this is a huge limitation of the standards reform movement.

It’s not clear to me that, in the long-run, something like Common Core won’t have ANY impact on what teachers teach. I think it will, actually, because many teachers keep an eye on their textbooks while teaching, and many of the exams require different sorts of coverage.

That said, the history of these sorts of reforms suggests that teachers will twist and finagle the new standards until they resemble something very familiar. Nobody should be surprised that the standards of mathematical practice have made very little difference in what goes on in curriculum or teaching. Nobody should be surprised that departments like your’s make decisions without a keen eye on the standards.

The two ingredients for a national reform movement: (1) an imagined crisis; (2) ignorance of the past. Without these in place, it’s hard to muster much excitement for the whole project.

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