| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | |
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1 | Number submitters who support | 114 | Number submitters who oppose | 338 | based on deduplicating names (see Deduplicated names sheet at bottom) | |||||||||||||||||||
2 | Name | Organization | Topic | Stance | Comment | Title | Created at | Attachments | ||||||||||||||||
3 | Jon Dearing | jondearing@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | I write in objection to the proposed guidelines. Teaching social justice in the teaching of math dilutes and confuses the concept of social justice and how it can be appropriately contextualized and understood. Math can be hard enough to learn. Adding a totally unrelated layer will confuse and dilute the standalone value and importance of mathematical concepts. In the Chapter 2 overview section, it currently reads: “Instruction that incorporates these components can enable a diverse group of students to see themselves as mathematically capable individuals whose curiosity and a love of mathematics learning will be sustained throughout their schooling.” Students seeing themselves as mathematically capable individuals whose curiosity and a love of mathematics learning will be sustained throughout their schooling should be the goal of every teacher and school district — just as it’s always been before this proposal. | SBECOMMENT-20230626-131932 | 6/26/2023 1:19 PM | |||||||||||||||||
4 | Jon Dearing | jondearing@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | I write in objection to the proposed guidelines. Teaching social justice in the teaching of math dilutes and confuses the concept of social justice and how it can be appropriately contextualized and understood. Math can be hard enough to learn. Adding a totally unrelated layer will confuse and dilute the standalone value and importance of mathematical concepts. | SBECOMMENT-20230626-132005 | 6/26/2023 1:20 PM | |||||||||||||||||
5 | Victor Farlie | vicfarlie@mac.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | N/A | I am supportive of replacing outdated tracking methods which select kids for math opportunity before they have all fully matured. This has cut out a raft of kids who would love Math under these new proposals - please change this unfair system asap | SBECOMMENT-20230626-132946 | 6/26/2023 1:29 PM | |||||||||||||||||
6 | Jamie Rager | jamierager@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | Chapter 2: Teaching for Equity and Engagement' is about as non-math as possible. 'encourage equitable outcomes' 'teaching toward social justice' The government education system has failed miserably at teaching actual math, so it's deciding to teach other topics in 'math' class. This is despicable and actual MATH must ONLY be taught in class. “Equity” has nothing to do with educating any person on how to perform math equations. No one person is better at math due to their sex, gender, religion, etc. Stick to numerical formulas that are proven science based equations and all persons will be given equal treatment from their respective teachers. Teachers & staff making up instructional material instead of proven factual mathematical data are the problem and need to be dealt with accordingly if they are implementing non-related or biased material, aka fired. I oppose all material dealing with DEI &/or CRT as they have no business in mathematics. | SBECOMMENT-20230626-135749 | 6/26/2023 1:57 PM | |||||||||||||||||
7 | Shari Fernandez | Educator in Vista Unified | sharishari24@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | The Framework needs to be in place and support kids in schools. Conceptual math is a must for kids to understand it's relationship to the real world. The Framework should not be a political statement. It's about kids and our future. | SBECOMMENT-20230626-145037 | 6/26/2023 2:50 PM | ||||||||||||||||
8 | Maya Keshavan | maya@obnoid.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | This version has done nothing to address the serious concerns raised by Dr. Brian Conrad. It contains the same misrepresentation of citations which he points out here. https://drive.google.com/file/d/17O123ENTxvZOjXTnOMNRDtHQAOjtb2Zo/view [https://urldefense.com/v3/__https://drive.google.com/file/d/17O123ENTxvZOjXTnOMNRDtHQAOjtb2Zo/view__;!!KOl5BGHrNw!bt0m-eZsHk419kUpfH3-F1lNmBN6ibALZYrqEMrgJWqUvo1sACwkQLfaAJa4GVrft3srJYqsW4VfU0s$] See attached for an example. This framework will hurt the underserved communities and shut them out of STEM careers. It would be complete malpractice to pass this. | SBECOMMENT-20230626-153108 | 6/26/2023 3:31 PM | https://github.com/minilek/cmfv3_public_comment/blob/master/attachments/162_20230626152840_MayaKeshavan_CMFmisrepresent_638233901204085119.docx | ||||||||||||||||
9 | Lori Fury | mathlorifury@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Support | It's time to make the moves our children deserve with approving the Mathematics Framework. The committee put students first and we are waiting for the State Board to follow. | SBECOMMENT-20230626-154917 | 6/26/2023 3:49 PM | |||||||||||||||||
10 | Seanna Vail | Parkside Intermediate School | svail@sbpsd.k12.ca.us | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | This Math teacher loves the new framework!!! Please make it happen. 🤓 | SBECOMMENT-20230626-180050 | 6/26/2023 6:00 PM | ||||||||||||||||
11 | Vicki Murray | vmurray@buelltonusd.org | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Support | As an educator, we need to make significant shifts in our instructional practices. The new framework addresses and focuses on those shifts. Please adopt. | SBECOMMENT-20230626-192504 | 6/26/2023 7:25 PM | |||||||||||||||||
12 | Geri Cook | gericook58@icloud.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | N/A | I am writing to ask that the board approve the new mathematics framework. I am retired California elementary school teacher. I taught 31 years and received my Masters in teaching elementary mathematics. I was chosen to help review mathematic curriculum the last time we were here. Equity in mathematics education is necessary in the California of today. Thank you for your time, Geri Cook | SBECOMMENT-20230626-203858 | 6/26/2023 8:38 PM | |||||||||||||||||
13 | Geri Cook | gericook58@icloud.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | N/A | I am writing to ask that the board approve the new mathematics framework. I am retired California elementary school teacher. I taught 31 years and received my Masters in teaching elementary mathematics. I was chosen to help review mathematic curriculum the last time we were here. Equity in mathematics education is necessary in the California of today. Thank you for your time, Geri Cook | SBECOMMENT-20230626-203858 | 6/26/2023 8:38 PM | |||||||||||||||||
14 | Luke Henke | mathhenke@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | As a veteran educator who has taught middle school through college level mathematics, I see this framework as a way forward to making mathematics something valuable to students, rather than a hoop to jump through. This framework encourages students to see the point of math classes, to know the value of mathematics in their world, and to find joy in their pursuit of mathematics. What we currently know is that the status quo has failed us with mathematics education. Let's do something that will change that, and we'll see a positive impact that extends to all students. | SBECOMMENT-20230627-055207 | 6/27/2023 5:52 AM | |||||||||||||||||
15 | Chris Wright | joshandc@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | Math is factual and has ZERO to do with equity engagement. Stop polluting our childrens minds to think something is always wrong! Teach numbers not opinions! | SBECOMMENT-20230627-072716 | 6/27/2023 7:27 AM | |||||||||||||||||
16 | Avery Wang | avery@rault-wang.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | A group of Palo Alto parents has sued and won against PAUSD's practices of holding back students and forcing them to repeat classes they have successfully completed, in violation of EDC 51224.5, 51224.7, and 51228.2. The final court order on the case, Cohen v. PAUSD (21CV385694), is pending but expected to be completed soon. Similarly, a group of San Francisco parents has sued SFUSD on similar grounds for similar practices (FLENTJE v SFUSD, CPF-23-517987). Violating these Ed Codes is an unavoidable consequence of forcing a wide span of abilities of 5+ years into the same classroom, especially as students take UC-accredited outside education in order to avoid being held back in math. The CMF must not suggest practices that encourage districts to break the law in order to implement de-tracking. At a minimum, the CMF should warn districts not to break the law when implementing its recommendations. This is a very real issue. | SBECOMMENT-20230627-080335 | 6/27/2023 8:03 AM | |||||||||||||||||
17 | Nancy Qushair | Orange County Math Council | nqgrowthmindset@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | Subject: Support the adoption for the 2023 Mathematics Framework for California Public Schools Dear State Board, I am writing to express my wholehearted support for the adoption of the 2023 Mathematics Framework for California Public Schools. As an advocate for quality and equity in education and a firm believer in the importance of mathematics in shaping the future of our students, I am thrilled to see the efforts being made to enhance the mathematics curriculum. The adoption of the 2023 Mathematics Framework is a significant step towards providing our students with a comprehensive and coherent curriculum. By emphasizing the development of mathematical proficiency, problem-solving skills, and conceptual understanding, the framework ensures that our students are equipped with the necessary tools to succeed in the 21st century. I am particularly pleased to see the integration of technology and real-world applications in the revised framework. Bringing relevance to students in today's digital age, is crucial so that our students are not only proficient in mathematical concepts but also capable of applying them in practical situations. Furthermore, it will support our students to have a world size heart and a world class mind. It will open up opportunities for collaboration and exchange of ideas with educators from around the world. It also provides a clear roadmap for educators to follow, facilitating consistency and coherence in mathematics instruction across different schools and districts. I am also pleased that it includes guidance on approaches to teaching and learning, assessment methods, and professional development for teachers. By providing teachers with the necessary support and resources, the framework ensures that they are equipped to deliver high-quality mathematics instruction. This, in turn, will have a positive impact on student outcomes and overall educational attainment. In conclusion, I wholeheartedly support the adoption of the 2023 Mathematics Framework for California Public Schools and commend the efforts being made to enhance mathematics education. I believe that this will have a profound and lasting impact on our all students through equity, equipping them with the skills and knowledge they need to excel in mathematics and beyond. Thank you for your dedication to providing equal opportunity for all students to learn. I trust that you will consider my support for the adoption of the 2023 Mathematics Framework and take it into account as you continue to shape the future of mathematics education in our state. Yours sincerely, Nancy Qushair | SBECOMMENT-20230627-113956 | 6/27/2023 11:39 AM | ||||||||||||||||
18 | Jian Gao | ABC | gawsy@hotmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | 1. The anti-merit statewide framework to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians, and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on the next generation. | SBECOMMENT-20230627-143134 | 6/27/2023 2:31 PM | ||||||||||||||||
19 | Christine Ferrero | RBUSD | ferrfun@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | Do not insert gender ideology into math curriculum. Teach the fundamentals of math only. | SBECOMMENT-20230627-143616 | 6/27/2023 2:36 PM | ||||||||||||||||
20 | Keith Harris | ksharris1@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | This statewide framework being considered will lower both standards and outcomes in math education, and will erode the quality of public education in our state. We must give kids the technical skills needed to become competent engineers and scientists. A solid grasp of math facilitates these cognitive skills. We must not allow public education to turn back the clock and leave underprivileged kids unprepared for the future. | SBECOMMENT-20230627-143704 | 6/27/2023 2:37 PM | |||||||||||||||||
21 | David Altmar | daltmar@hotmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230627-144215 | 6/27/2023 2:42 PM | |||||||||||||||||
22 | Maxim Martynov | maxim.martynov@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | Math test scores for U.S. 13-year-olds in 2023 have dropped to a new historic low. In California, in 2022, only 33% of students in grades 3-8 and 11 achieved math proficiency. This is a direct result of focusing math education on political propaganda rather than mathematics. The proposed math framework is openly anti-merit, it explicitly lowers standards to achieve equal outcomes and stresses political issues unrelated to the subject of mathematics. Equal outcomes only exist in a cemetery, and not in a classroom of living breathing students. People that work hard get the results. People that refuse to work hard do not. This is the American way. If you want your bridges to stand, your airplanes to fly, and your doctors to cure you, you should unapologetically reject all this equity nonsense. | SBECOMMENT-20230627-144332 | 6/27/2023 2:43 PM | |||||||||||||||||
23 | Peter Schaeffer | None | peter_schaeffer@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | The proposed California 2023 Mathematics Framework (CAMF) is just more racism and bigotry. The entire framework stinks of anti-Asian racism at its worst. Merit, not racism, should be the California standard. Sadly, CAMF is rooted in racism and should be immediately discarded. | SBECOMMENT-20230627-144636 | 6/27/2023 2:46 PM | ||||||||||||||||
24 | Whitney Holton | Campbell Union School District | wholton@campbellusd.org | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | Thank you for considering my comment stating my support of the proposed Mathematics Framework. As the Associate Superintendent for the Campbell Union School district I see the need for urgent change in math teaching and learning. Students are increasingly less engaged in math, performance is steadily declining in our state, and students lack access to high quality instruction. The problem is far greater for marginalized students, leading to a significant and ongoing lack of diversity in math related fields. The framework supports teaching through the use of rich and engaging tasks that offer real world experiences. It creates more opportunity for applied mathematics that will help shape our future career fields through the recommendation of various pathways for success. Finally, it is essential that we abolish tracking that allows some students to access higher math skills, while others are placed in sub-par programs. Please approve this framework so that educators can do the work that we know will lead to better outcomes for California's students. The time for positive change is NOW! | SBECOMMENT-20230627-144752 | 6/27/2023 2:47 PM | ||||||||||||||||
25 | Bin Liu | liubin2004@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | The quality of public education in terms of mathematics has dropped to historical low (maybe related to the pandemic?). It is time to establish a rigorous curriculum with quality control. The new framework is not placing enough emphasis on that, and it will likely further deteriorate the already bad situation in California's public schools. | SBECOMMENT-20230627-145504 | 6/27/2023 2:55 PM | |||||||||||||||||
26 | Brian Van Camp | n/a | brvc@vancampadr.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | N/A | Please apply your sociology efforts in your History, Sociology and English classes, not in your STEM classes. We need competent, capable persons in our Math and Science fields. Unlike some other fields, there's only one correct answer to math, algebraic, geometric, etc. questions, regardless of what color you are. Our California kids are already woefully behind Chinese students and are unprepared to do quality STEM work in college. Please don't dissapate your efforts teaching STEM courses by rying to correct other perceived ills or problems. Thank you, Judge Brian R. Van Camp, Ret. Superior Court, Sacramento | SBECOMMENT-20230627-145946 | 6/27/2023 2:59 PM | ||||||||||||||||
27 | Shailendra Rathaur | shailendra.rathaur@yahoo.ca | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | N/A | According to data from the Nation’s Report Card, math test scores for U.S. 13-year-olds in 2023 have dropped to a new historic low, having declined 9 points compared with the 2019-2020 school year. In California, in 2022, only 33% of students in grades 3-8 and 11 achieved math proficiency. Teaching math for social justice will undoubtedly lead to further declines in academic performance and perpetuate the academic achievement gaps. To solve the public education crisis, we need to bring back rigorous instruction, keep up academic standards and revive merit. Over 5 millions of California students whose future in education is on the line need your help now. 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230627-150347 | 6/27/2023 3:03 PM | |||||||||||||||||
28 | yuan liu | yuanliu68@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | 1.The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2.America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3.The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230627-151527 | 6/27/2023 3:15 PM | |||||||||||||||||
29 | Michael Jones | mdjones84@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | First, the anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. Second, America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. Third, the equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230627-152013 | 6/27/2023 3:20 PM | |||||||||||||||||
30 | Shelly Viramontez | Campbell USD | sviramontez@campbellusd.org | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | It is essential that SBE adopt the new math framework. We need to eliminate the tracking and sorting practices that have become so common, advantaging some while disadvantaging others. We need a framework and system that allows multiple access points and affirms the diversity and backgrounds of the students we serve. We are committed to providing an education free from racism and bias and students seeing themselves reflected in the curricula is an important part of this. We need our students to be taught through rich, engaging problems highlighting mathematical ideas and connections. We need more pathways so more students can learn algebra and take higher-level math coursework. We need A mathematics course sequence that allows for more student choice so they will be able to pursue a variety of pathways and choose rich and challenging courses that enable them to advance as their interests and aspirations evolve. We need to replace outdated tracking methods that segregates students into low-level remedial classes - opening acceleration and enrichment opportunities to more students. | SBECOMMENT-20230627-153501 | 6/27/2023 3:35 PM | ||||||||||||||||
31 | cheng zou | carolzou@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | According to data from the Nation’s Report Card, math test scores for U.S. 13-year-olds in 2023 have dropped to a new historic low, having declined 9 points compared with the 2019-2020 school year. In California, in 2022, only 33% of students in grades 3-8 and 11 achieved math proficiency. Teaching math for social justice will undoubtedly lead to further declines in academic performance and perpetuate the academic achievement gaps. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. Please, board members, get some common sense and let the kids learn some real knowledge so they can contribute this society in the future..... | SBECOMMENT-20230627-153829 | 6/27/2023 3:38 PM | |||||||||||||||||
32 | Tamara Dixon | graphic xreations | tamara9497@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | Our demands and concerns 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230627-155155 | 6/27/2023 3:51 PM | ||||||||||||||||
33 | Brian Wager-Smith | brianws@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | Hi. I'm a parent of two 13-year-old boys who currently attend Valley Center Middle School and our concerns are as follows: 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, and it would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. Thx, Brian | SBECOMMENT-20230627-161500 | 6/27/2023 4:15 PM | |||||||||||||||||
34 | Wing She | swh1255@hotmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | The anti-merit statewide framework will lower education standards in the name of equal outcomes. Please remove all the equity teaching and agenda. Math is absolute. Please focus on teaching students to input hard work to earn good grades. | SBECOMMENT-20230627-165324 | 6/27/2023 4:53 PM | |||||||||||||||||
35 | Hong Wu | Asian American Parent Alliance | hxwu@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | N/A | 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230627-172648 | 6/27/2023 5:26 PM | ||||||||||||||||
36 | Maggie Ji | m_jin007@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. | SBECOMMENT-20230627-173206 | 6/27/2023 5:32 PM | |||||||||||||||||
37 | Yueqiang Cheng | strongerwillcn@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | N/A | The statewide framework that undermines meritocracy by lowering standards in pursuit of equal outcomes would severely impact the quality of public education with disastrous consequences. Now, more than ever, America requires competent engineers, scientists, mathematicians, and other STEM talents. We must not allow public education to continue its downward spiral. The math framework centered around equity is engaging in a risky endeavor by conducting an ideological experiment on the future generation, which could have detrimental effects. | SBECOMMENT-20230627-174432 | 6/27/2023 5:44 PM | |||||||||||||||||
38 | Maya Keshavan | Maya | maya@obnoid.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | As the window for public comment is so short, I'll be sending in comments as I find them. San Francisco Unified is referenced 9 times in this document. Linking to various lessons and case studies as examples of best practices. Are you aware SFUSD has the largest opportunity gaps? Are you aware that the current superintendent has commissioned an audit of the math curriculum and admitted it is not working. I have been utterly dismayed reading this document to find you have not taken any of the feedback from Dr. Brian Conrad, Dr. Jelani Nelson, Tom Loveless and so many others. This is just a repackaged version 2. | SBECOMMENT-20230627-174656 | 6/27/2023 5:46 PM | ||||||||||||||||
39 | Kevin Sun | sun_kevin@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230627-175549 | 6/27/2023 5:55 PM | |||||||||||||||||
40 | Xun Jiang | jason2mars@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | I am a mathematician (Ph.D. in mathematics) and an aerospace engineer and I live in the Bay Area. Here are my opinions: 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230627-181257 | 6/27/2023 6:12 PM | |||||||||||||||||
41 | Ralph Andrade | randrade11a@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | Marxist ideologies have no valuable place in our Republic. Infusing so called social justice, and equitable math into the new framework will lead to the further decline in academic performance. We need to revive merit and bring back rigorous instruction to solve our public education crisis. Please do better for our students. | SBECOMMENT-20230627-185134 | 6/27/2023 6:51 PM | |||||||||||||||||
42 | Guohua Yang | fred.yang.2015@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | This framework further lowers the standard of math education, and embeds the ideology propaganda in to scientific math teaching, which will weaken the nations scientific foundation and competitiveness to other nations. Math is science. Please keep it not polluted by the ideology propaganda. | SBECOMMENT-20230627-190118 | 6/27/2023 7:01 PM | |||||||||||||||||
43 | Alice Qiao | alice.qiao@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. | SBECOMMENT-20230627-193455 | 6/27/2023 7:34 PM | |||||||||||||||||
44 | Richard Ford | CSU Chico | rford@csuchico.edu | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | Recent changes to the University of California mathematics area C standards have been misinterpreted to mean the UC and CSU no longer consider exposure to the full range of common core state standards in mathematics as necessary for college and career readiness. The current draft of the revised framework, chapter 8, reinforces the need for coverage of the standards for college readiness, but does so with too much subtly and ambiguity. The explicit support for such full exposure is needed and would complement the resolution of the California State University Mathematics Council (attached). The modest changes proposed to page 31/32 of chapter 8 are also attached. | SBECOMMENT-20230627-202305 | 6/27/2023 8:23 PM | https://github.com/minilek/cmfv3_public_comment/blob/master/attachments/198_20230627202212_RichardFord_mathfwchapter8sbeEDIT_638234941329868252.pdf | |||||||||||||||
45 | Richard Ford | CSU Chico | rford@csuchico.edu | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | Recent changes to the University of California mathematics area C standards have been misinterpreted to mean the UC and CSU no longer consider exposure to the full range of common core state standards in mathematics as necessary for college and career readiness. The current draft of the revised framework, chapter 8, reinforces the need for coverage of the standards for college readiness, but does so with too much subtly and ambiguity. The explicit support for such full exposure is needed and would complement the resolution of the California State University Mathematics Council (attached). The modest changes proposed to page 31/32 of chapter 8 are also attached. | SBECOMMENT-20230627-202632 | 6/27/2023 8:26 PM | https://github.com/minilek/cmfv3_public_comment/blob/master/attachments/199_20230627202604_RichardFord_mathfwchapter8sbeEDIT_638234943645532744.pdf | |||||||||||||||
46 | Jeff Camarillo | Stanford Teacher Education Program | jcamarillo@stanford.edu | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Support | I very much support the new Math Framework for CA. Our state needs a drastically innovative and equity oriented approach to K-12 math teaching and learning. We cannot continue to be satisfied by the status quo. This new framework with breath fresh life into the world of math teaching and learning in our state. Thank you! | SBECOMMENT-20230627-204707 | 6/27/2023 8:47 PM | ||||||||||||||||
47 | Yen Chiang | starks32014@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. Please pay more attention to improving teaching rather than changing (watering down) standards. | SBECOMMENT-20230627-205429 | 6/27/2023 8:54 PM | |||||||||||||||||
48 | Margaret Davis | attnmargaret@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230627-210511 | 6/27/2023 9:05 PM | |||||||||||||||||
49 | Howard Qin | house.bj@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | N/A | 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230627-213601 | 6/27/2023 9:36 PM | |||||||||||||||||
50 | Roughua Zhang | ronghuazhang@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | Let's leave politics and ideology out of science and math education! What California needs is more rigorous math education not lower standard in the disguise of the so-call social justice. Students do not grasp math concepts not because they are discriminated but because poor teacher and lack of investment! You can keep fool yourself by lowering the standard to achieve so-called equity. Why don't you just say high school students only need to know 1+1=2, then suddenly every ethnic group is math proficient!!! | SBECOMMENT-20230627-214136 | 6/27/2023 9:41 PM | |||||||||||||||||
51 | JJ Zhang | jjcooldoc@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | What proposed here in the updated Mathematics Framework would further lower the standards on math education. Math is math, the most logical and foundational discipline of Science. There is no middle ground, you are either right or wrong. Adding social justice and other unrelated topics into math education is lunacy. | SBECOMMENT-20230627-214732 | 6/27/2023 9:47 PM | |||||||||||||||||
52 | Wen Liu | wenliu99@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | Why is equity and social justice part of math framework? I am referring to chapter 2, 9, and 13). Please keep politics out of math classes. Don't indoctrinate our children. | SBECOMMENT-20230627-230727 | 6/27/2023 11:07 PM | |||||||||||||||||
53 | Mark Deng | mark1.deng@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | Math is math. Everyone is special, with different strength and character. Let each person shine on their own way. Otherwise America will loose the power. | SBECOMMENT-20230627-232522 | 6/27/2023 11:25 PM | |||||||||||||||||
54 | Russell Person | Kern County Schools | a1promove@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | N/A | Adoption of the 2023 Mathematics Framework to the California State Board of Education (SBE) Delete social justice references and include a meritocracy framework that preserves advanced mathematics. | SBECOMMENT-20230628-021741 | 6/28/2023 2:17 AM | ||||||||||||||||
55 | Jennifer Yang | geocityyang@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | My tax money is abused. Education is for equal opportunity, not equal outcome. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230628-093319 | 6/28/2023 9:33 AM | |||||||||||||||||
56 | Jennifer Yang | geocityyang@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | My tax money is abused. Education is for equal opportunity, not equal outcome. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230628-093319 | 6/28/2023 9:33 AM | |||||||||||||||||
57 | Craig Honma | None | c.y.honma01@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | 1. This anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply cannot allow public education to continue its downwards spiral. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation while compromising intellectual and quantitative thinking skills. Please remove all social justice and equity-related ideologies from the curriculum. . . please! | SBECOMMENT-20230628-102329 | 6/28/2023 10:23 AM | ||||||||||||||||
58 | Qian Zhao | qianzhao2004@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230628-104037 | 6/28/2023 10:40 AM | |||||||||||||||||
59 | Lingzhi Zhao | Linglizhao@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230628-104146 | 6/28/2023 10:41 AM | |||||||||||||||||
60 | Hai Xu | irene_xu1223@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230628-134005 | 6/28/2023 1:40 PM | |||||||||||||||||
61 | Radhika Shah | radhika_s_shah@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Support | I am in support of bringing this new framework for more inclusive math education. As a woman from the STEM field, a silicon valley based tech/impact investor and community builder/leader for positive inclusive change in society, I firmly believe this is a key moment to evolve the ways in which we teach math and other STEM subjects so that they are more inclusive and leave no child behind. Our state has a long way to go before we achieve educational equity and equal opportunity for all children (especially for girls and children of color) and this framework could be a great step in that direction. Radhika Shah | SBECOMMENT-20230628-134155 | 6/28/2023 1:41 PM | |||||||||||||||||
62 | Carol | retired math teacher | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Support | I support the approval of the mathematics framework. Equity is an important goal in math education. During my years in the classroom, I was able to provide deep understanding to a wide variety of students enrolled in the same course. At the same time, their different ways of learning and understanding often benefited each other -- the connection between more concrete and more abstract thinking became visible to everyone, rather than the struggling students becoming mired in the concrete, and the stronger students relying on memorization of procedures. Most of my students went on to good four year colleges, including UCs and highly competitive private schools. After high school when I saw them in the community, or when they wrote to me, they would tell me that they felt well prepared in a multi-level math class for their college curriculums. Another thing I would like to point out is that standardized tests (aside from IB/AP tests) aren't a good measure of what students know because they are designed to compare students, not as mastery tests. Given that current students had at least two disrupted academic years because of Covid (and don't forget that many lost family members, and/or experienced long illnesses of caregivers or themselves), test outcomes are even more questionable than usual. The point of math is that students learn it deeply enough to succeed in the next class, and like math enough to continue taking it in College, or using it in the workplace. Thus, I reiterate my support of the framework which will help achieve that goal. Sincerely, Carol (retired teacher) | SBECOMMENT-20230628-135115 | 6/28/2023 1:51 PM | |||||||||||||||||
63 | Linda Horist | Teacher | lindalhorist@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | All children deserve access to a high quality mathematics education. I support the adoption of proposed revisions to the CA Math Framework. CA students from all backgrounds deserve to be visible in the curriculum and that includes mathematics instruction. Detractors targeting these proposed revisions are the same people advancing book bans of LGBTQ literature and the teaching of our country’s true history which includes contributions by Black, Native American, Latinx and Asian Americans. | SBECOMMENT-20230628-153857 | 6/28/2023 3:38 PM | ||||||||||||||||
64 | Jolin Lang | Kelenataz@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | I think it is important we bring our math up to closer to the world standard and this seems like a good start. It is important that people understand why they are learning something and how it effect them. Inclusion and diversity are important in all facets of education, including but not limited to math. | SBECOMMENT-20230628-162509 | 6/28/2023 4:25 PM | |||||||||||||||||
65 | Jolin Lang | Kelenataz@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | I think it is important we bring our math up to closer to the world standard and this seems like a good start. It is important that people understand why they are learning something and how it effect them. Inclusion and diversity are important in all facets of education, including but not limited to math. | SBECOMMENT-20230628-162509 | 6/28/2023 4:25 PM | |||||||||||||||||
66 | Amy Case | amycaseplace@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | All children deserve access to a high-quality mathematics education. I support the adoption of proposed revisions to the CA Math Framework. CA students from all backgrounds deserve to be visible in the curriculum and that includes mathematics instruction. Detractors targeting these proposed revisions are the same people advancing book bans of LGBTQ literature and the teaching of our country’s true history which includes contributions by Black, Native American, Latinx and Asian Americans. Don’t let outsiders’ money and political agendas determine the future of California and its children! Students are counting on your vote to affirm recommendations supported by the National Council of Teachers of Mathematics, Just Equations, TODOS and many other organizations that support equitable math instruction. | SBECOMMENT-20230628-170057 | 6/28/2023 5:00 PM | |||||||||||||||||
67 | Tim Zalunardo | Santa Rosa City Schools | tzalunardo@srcs.k12.ca.us | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Support | Dear State Board of Education, Mathematics instruction can be more effective and engaging. To do so, math must be creative, inclusive, culturally responsive, challenging, and affirming for all students. It must be based on strategies that have demonstrated results in allowing students to make meaning, think critically, and progress at their own pace. Jo Boaler and a committee of educators and writers have gone through a vetted two year process and their proposed new math framework deserves our support. Sincerely, Tim Zalunardo Executive Director Educational Services Santa Rosa City Schools | SBECOMMENT-20230628-171354 | 6/28/2023 5:13 PM | ||||||||||||||||
68 | H William Marthinsen | Retired teacher | billmarthinsen@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | N/A | I strongly support the idea of “Teaching for Equity and Engagement” which lays out the following five components of equitable math education: 1. Plan teaching around big ideas. 2. Use open, engaging tasks. 3. Teach toward social justice. 4. Invite student questions and conjectures. 5. Prioritize reasoning and justification. This is how math education supports democracy. As a veteran of over 40 years of teaching mathematics at the secondary level, I found this to help combat math anxiety and improve student mathematical performance. Please, do not change this. Thank you. Sincerely, H William Marthinsen | SBECOMMENT-20230628-173626 | 6/28/2023 5:36 PM | ||||||||||||||||
69 | Weifeng Zhang | weifeng_zhang@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | N/A | Math is a basic skill and foundation of science. It has nothing to do with justice. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. America needs competent engineers, scientists, mathematicians and other STEM talents. We simply can't allow public education to keep spinning downwards. | SBECOMMENT-20230628-234841 | 6/28/2023 11:48 PM | |||||||||||||||||
70 | Tarrah Henrie | Parent | tarrah.h@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | My children have attended school in Fremont Unified School District. During elementary school there is no option for accelerated math learning. My kids were offered 'differentiation' and 'deeper learning'. These options are wholly inadequate and unchallenging. It is bad enough that kids that are good at math have to be bored in math for all of elementary school, but to extend this to middle and high school is ridiculous. The current educational system convinced my kids that they didn't like math, although they are all very good at it. My middle child is going to be a senior this year, and she finally started enjoying math in High School, when she was being challenged by the course work. Teachers, in reality, do not offer more challenging math work to kids who are good at math. The revised plan is only paying lip service to advance learners without any substance. California will surely continue to decline in math achievement when you take your best students and offer them the 'opportunity' to tutor failing students rather than let them learn. | SBECOMMENT-20230629-095811 | 6/29/2023 9:58 AM | ||||||||||||||||
71 | Denise Louie | Asian American Legal Foundation | denise_louie_sf@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | There is nothing wrong with merit-based math instruction. The achievement gap problem has been intractable because of underlying problem/s--be they social or economic. Teaching for equity does more harm than good, especially since there is no adequately proven record for it. Too many families have already been negatively impacted, particularly Asian Americans. More research needs to be done before a radical approach like teaching for equity is adopted. Given that students are doing poorly and that resources are finite, we must teach to bring out the very best in each student; that means restoring merit. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. The promise of America is one of equal opportunities, not equal outcomes. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. Talented students should be acknowledged for their ability to rise above, instead of being held back for the sake of others. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. My siblings and children have been subjects of untold numbers of FAILED education experiments, including busing, racial quotas, Dream Schools, and a multi-million dollar federal Consent Decree. | SBECOMMENT-20230629-112822 | 6/29/2023 11:28 AM | ||||||||||||||||
72 | Tom Leeson | pentimenti@earthlink.net | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | The belief that, if all students were equal, discrimination would cease to exist, is an exercise in stupidity. The cure would be worse than the disease. Imagine, a world with eight billion, exactly the same, equal people. Dumb people have a very difficult time becoming smarter. So, to achieve equity, everyone not already a dolt would need to be educated to become doltish. Evidently, eradicating discrimination requires leveling the playing field. This seems to be the thrust of the 2023 Mathematics framework. Artificially holding back advanced students benefits no one but harms all. In an attempt to keep failing math students from feeling bad, they propose holding advanced students back. This will not achieve the desired effect. Failing students will still feel bad about themselves. Held back students are likely to feel extremely angry at the handicapping. The indoctrination of social justice and identity politics are not Math and when embedded in the curriculum, deprive all of a Math education The State Board of Education’s advancing of this Math framework has an agenda opposed to merit and excellence. More than likely, they’ve imbibed their own “Kool Aid.” | SBECOMMENT-20230629-122539 | 6/29/2023 12:25 PM | |||||||||||||||||
73 | Sarah Solis-Miller | Chino Valley Unified School District | sarah_solismiller@chino.k12.ca.us | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Support | To whom it may concern: I am a high school math teacher in Chino, CA. I have taught since 2011. I have been teaching IM1 since 2014. So, my comments are limited to that area since it has been my focus for the past decade. I hope that the comments I've written are read with the understanding that all we want to do as teachers is make it so that students learn, remember what they learn and we have some fun in the process too! Covid definitely made things clear for us all and sent many packing! I am still here, so are my colleagues, lets work together to figure out the best way to have kids learn math! Here are my comments/thoughts - Page 5 line 122; '...create equations to describe situations.' Can weave into the framework the need to understand how creating an equation can lead to creating a function and thus the difference between the two. Thanks! Page 6 line 131 and 132; 'They compare and contrast linear and exponential functions, distinguishing between additive and multiplicative change.' Are you referring to arithmetic and geometric sequences without using those terms? Why? Are teachers bothered by them? Please be specific, although I realize this is a framework and inherently general, I feel that arithmetic and geometric sequences and subsequently, the idea of recursive and explicit forms are a pillar within Mathematics I. Please refers to them explicitly (no pun intended) to help emphasize their importance. Page 6 line 139; '...assessing how a model fits data. They use regression techniques to describe...' Can someone, somewhere, maybe not here in the framework, please talk about the difference between a line of fit (done manually using two points), a line of best fit (done electronically using a graphing calculator like desmos) and the line of regression. Maybe a general statement acknowledging that in mathematics we use multiple terms to describe the same thing would suffice. Just a thought. Page 6 lines 143 - 147; Due to the structure of the Integrated Pathway, and the natural emphasis math teachers tend to put on algebra, I feel it is necessary to make it 1000% clear that geometry must be an ESSENTIAL standard in Mathematics 1. Too often, I have seen geometry placed on the back burner or referred to as a nice to know standard. The geometry is where the beauty and art in mathematics comes alive. Teachers don't know how to teach it this way. We need materials that take students from (order could vary) constructing a triangle, to transforming a triangle in the coordinate plane, to using constructions and transformations to prove triangles congruent. Teachers are not teaching it that way. They are compartmentalizing these topics and it's a missed opportunity. No one in public education taught it to me in this way, truly. We need to reeducate our educators and get them to buy into the idea that this will have more meaning to our students and therefore translate to deeper understanding and long term retention. (It's lofty, but I've experienced it in micro moments in the classroom.) Page 12 line 313; Please, remove the word cancellation. I refrain from saying this word to my students. I use the word simplify, because cancellation refers to x/x cancelling each other out, when in fact they are simplifying to 1. Please use simplify instead! Just my two cents! | SBECOMMENT-20230629-140723 | 6/29/2023 2:07 PM | ||||||||||||||||
74 | Kristan Morales | CA Math Council | kristandenisemorales@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | N/A | Please adopt the new math framework. I am a veteran teacher of over 20 years and am in full support of the new math framework. Thank you! | SBECOMMENT-20230630-062918 | 6/30/2023 6:29 AM | ||||||||||||||||
75 | Michael Watson | New Classrooms | mwatson@newclassrooms.org | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | Dear California State Board of Education: New Classrooms is a national nonprofit on a mission to personalize education through the development and advocacy of innovative and competency-based solutions. This includes innovative learning models, which support teachers by integrating precise diagnostics, high quality content, embedded formative assessment and personalized personal pathways that span multiple grade levels. These models are designed to better meet the unique strengths and needs of every student. We commend the State of California for incorporating critical changes into the third draft of the Mathematics Framework. This revision represents a significant departure from traditional, uniform, one-size-fits-all, grade-level textbook based learning. It now includes a vital grade-band structure for K-5, 6-8 and 9-12. This framework should be used across all aspects of the system to unlock personalized, competency-based designs and instructional programs that meet all of California's students where they are and provide them with a personalized pathway to college and career readiness. We are happy to lend our support to the adoption and promotion of this Framework. __ Michael S. Watson Vice President, Policy and Advocacy New Classrooms | SBECOMMENT-20230630-104138 | 6/30/2023 10:41 AM | ||||||||||||||||
76 | Nirit Luchans | nirit.luchans@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | Dear Members of the Board of Education, I am writing to express my concerns regarding certain educational frameworks that have been implemented and their potential ramifications on the quality of public education in our state. As a concerned citizen invested in the well-being of our education system, I believe it is crucial to address these issues to ensure the future success of our students. Firstly, I would like to draw your attention to the concept of an 'anti-merit statewide framework.' While I understand the importance of promoting equality in education, it is essential to strike a balance between providing equal opportunities and maintaining high academic standards. Lowering standards in the name of equal outcomes could potentially compromise the quality of education our students receive. I kindly request that the Board of Education carefully considers the long-term effects of any policy changes and strives to find a middle ground that promotes both equality and excellence in education. Secondly, I would like to emphasize the increasing need for competent engineers, scientists, mathematicians, and other STEM talents in our society. The advancements and challenges of the modern world necessitate a strong focus on STEM education. It is crucial that our public education system provides students with the necessary skills and knowledge in these fields. Therefore, I urge the Board of Education to prioritize and invest in quality STEM education, ensuring that our students are well-prepared to tackle the demands of the future. Lastly, I would like to express my reservations regarding an 'equity-themed math framework.' While it is important to address systemic inequalities and foster inclusive learning environments, it is equally essential to maintain a rigorous and balanced approach to mathematics education. Incorporating diverse perspectives and real-life applications in math can enhance students' understanding and engagement. However, it is imperative to ensure that any equity-focused frameworks do not compromise the development of fundamental mathematical skills. I kindly request the Board of Education to approach these frameworks with careful consideration and maintain a strong emphasis on mathematical excellence while promoting equity objectives. I believe that our education system plays a pivotal role in shaping the future of our society. By addressing these concerns and finding a balance between equality and excellence, we can provide our students with a high-quality education that prepares them for the challenges and opportunities they will face. Thank you for your time and consideration. I trust that the Board of Education will give due attention to these concerns and take appropriate actions to ensure the best possible educational outcomes for our students. Sincerely, Nirit Luchans Parent | SBECOMMENT-20230630-124828 | 6/30/2023 12:48 PM | |||||||||||||||||
77 | Brock Falkenberg | Lake County Office of Education | bfalkenberg@lakecoe.org | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | Please see the attached letter. | SBECOMMENT-20230630-150234 | 6/30/2023 3:02 PM | https://github.com/minilek/cmfv3_public_comment/blob/master/attachments/232_20230630150059_BrockFalkenberg_LETTEROFSUPPORTMathFramework_638237340596978003.pdf | |||||||||||||||
78 | Miriam Leshin | miriam.leshin@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | As a former elementary and secondary mathematics teacher, a current education researcher and teacher educator, and a parent, I write to share my support of the CA framework. Research shows that when students have access to high-quality curricular resources and pedagogy -- as is recommended by the framework-- they do better in mathematics, in terms of achievement outcomes, participation patterns, and success in mathematics pathways long-term. The approach outlined in the framework is equitable, effective, conceptual, and empowering for students. The framework will support CA mathematics teachers, students, and families with a more humanizing approach to mathematics that supports students to develop deep, conceptual understanding of content, to connect it to their lives and to other subjects, and to author their own ideas. | SBECOMMENT-20230630-150528 | 6/30/2023 3:05 PM | |||||||||||||||||
79 | Tonggang Wang | wangabq@hotmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230630-170922 | 6/30/2023 5:09 PM | |||||||||||||||||
80 | Ashit Patel | ashit_patel@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | Mathematics instruction in California can be more effective and equitable. In many CA districts, current teaching practices have resulted in only one-third of students scoring proficient in math on standardized measures across the state. Additionally, most students are being pushed out of high-level pathways at a young age. Lessons are often based on routine tasks taught with outdated methods, using narrow, procedural questions. This has had real consequences. Today, less than half of California students satisfy A-G requirements, thus limiting their choices and opportunities for college and careers. California has insufficient educators qualified to work in STEM. It has to hire thousands of people from other countries to address needs every year. Math education has historically been a gatekeeper to college and career success, preventing first-generation college-bound students, Black and Latine students, students with disabilities, and low-income immigrants from gaining entry to 4-year colleges and universities and high-paying STEM careers. These programs are part of a legacy of inequitable educational programs which use standardized tests and gifted programming to exclude Black students from gifted classrooms and relegate English Learner students into low-level educational pathways at an early age. These tests, often given in elementary school, have been used to sort label students as those who are 'good at math' and those who are not, and often determine who and who are not 'college material.' The revisions to the framework offer a better way to teach mathematics. Students will be taught through rich, engaging problems highlighting mathematical ideas and connections. Pathways will be opened up so more students can learn algebra and take higher-level math coursework. A mathematics course sequence that allows for more student choice. Students will be able to pursue a variety of pathways and choose rich and challenging courses that enable them to advance as their interests and aspirations evolve. Replacement of outdated tracking methods that segregated students into low-level remedial classes - with acceleration and enrichment opportunities open to more students. Schools have been implementing the ideas in the framework for many years, based on extensive scientific evidence, and have shown higher and more equitable outcomes. Decades of research and practice have demonstrated there are better models for math instruction. Methods that are creative, inclusive, culturally responsive, challenging, and affirming for all students and that engage students more effectively. Strategies that have demonstrated results in allowing students to make meaning, think critically, and progress at their own pace. The revised framework was designed by a committee of 20 elected educators and five writers and has gone through a two-year process of public comments and revisions. As of April 2023, over 66 organizations and 2,800 educators, researchers and parents signed a letter of support for the California Math Framework. They include: The California County Offices of Education The California Mathematics Council The National Council for Teachers of Mathematics (NCTM) The National Council for Supervisors of Mathematics (NCSM) Just Equations TODOS – Organization for Excellence and Equity in Mathematics Education Trust-West Center for Equity for English Learners at Loyola Marymount University California Partnership for Math and Science Education | SBECOMMENT-20230630-173111 | 6/30/2023 5:31 PM | |||||||||||||||||
81 | Radhika Shah | radhika_s_shah@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | I am in support of bringing this new framework for more inclusive math education. As a woman from the STEM field, a silicon valley based tech/impact investor and community builder/leader for positive inclusive change in society, I firmly believe this is a key moment to evolve the ways in which we teach math and other STEM subjects so that they are more inclusive and leave no child behind. Our state has a long way to go before we achieve educational equity and equal opportunity for all children (especially for girls and children of color) and this framework could be a great step in that direction. | SBECOMMENT-20230630-222115 | 6/30/2023 10:21 PM | |||||||||||||||||
82 | Hsu Yau | xy101@hotmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | CA and SBE are becoming more and more ridiculous. Math is math, science is science. Do not politicize everything.As [https://urldefense.com/v3/__http://everything.As__;!!KOl5BGHrNw!ZdNQSM6-oE4pgdASa77KvZWXJQoaEjerSBuB_71yR73toHxREbfOmeoUSnWtkauGcqMl22S1oL9yT7-d$] someone experienced the cultural revolution, in China, what the liberals in the US are doing are exactly what what had been done during the cultural revolution. We all know by now how thing turned out.Stopping destroying a system that had made America a great country that it is. | SBECOMMENT-20230630-234851 | 6/30/2023 11:48 PM | |||||||||||||||||
83 | Li Zhang | liz_huang@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. The solution should not be to lower the standard but to help students who need help. | SBECOMMENT-20230630-235542 | 6/30/2023 11:55 PM | |||||||||||||||||
84 | Michael Evans | oortsaurus@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | I’m a once math major, now working in tech/healthcare, and I credit that largely to the high quality, high expectations math education I had access to as a child in California. However, since 2012, the fraction of 13 year olds taking algebra has declined from 34% to 24%. The proposed framework is a step backwards, and poorly researched. I’m pleased with some of the changes – some culture war language was removed, explicit support for San Francisco’s de-tracking experiments was removed and the recommendations to de-track without acceleration were softened, following debunking of the research that initially prompted them, and after the authors of research that was misrepresented spoke out. However, the fixes are very ad hoc and leave the framework inconsistent. The language around tracking is especially incoherent. The framework favors “grouping” in which students are assigned to classes of their skill level, but it’s not considered tracking as it’s not permanent. But authors seem to have reservation about this, as the framework pushes to delay grouping as late as possible – see “Productive Strategies for Teaching Diverse Students”. This is justified on the basis that “engagement can fluctuate significantly during adolescent years”; but that would suggest grouping should be delayed until adulthood. Bizarrely, immediately after this remark, it suggests that high achieving students should be able to “to accelerate at any time” but doesn’t distinguish that from grouping. The framework also discourages tracking compared to pathways because tracking locks in students to a certain set of courses in their future. Later, it recommends that students be placed into “pathways”, which are sets of courses students plan to take in the future based on ability and interest. The recommendations around this topic, simply put, are very confused. Students are individuals who vary from one another, and any kind of one size fits all approach is silly, and will fail some of the children. Grouping should begin as soon as they show any differences in educational needs. | SBECOMMENT-20230701-003236 | 7/1/2023 12:32 AM | https://github.com/minilek/cmfv3_public_comment/blob/master/attachments/239_20230701003044_MichaelEvans_math_framework_638237682453145427.docx | ||||||||||||||||
85 | Beth Kelly | Adults Learning Mathematics | chair@alm-online.net | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | N/A | As Chair of Adults Learning Mathematics (ALM ) - an international research forum and Trustee of the Joint Mathematics Council of the United Kingdom l would like to support the ideas developed in this mathematics framework and guidance. ALM researchers and practioners work with adults who, for many reasons, have had poor experiences with mathematics at school. They build their teaching and learning interventions on the notions of relevance to learners life experiences and social justice. Using this approach brings mathematics to life in a real and tangible way which motivates and reignites interest in learning. The approaches to teaching outlined in this framework reflects these ideas and exemplifies how mathematics role in dealing with real and current challenges. | SBECOMMENT-20230701-005930 | 7/1/2023 12:59 AM | ||||||||||||||||
86 | Li Ma | lima.biospace@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | N/A | 1. The anti-merit statewide framework is to lower standards in the name of equal outcomes, would have disastrous ramifications on the quality of public education. 2. America needs competent engineers, scientists, mathematicians and other STEM talents, more than ever. We simply can't allow public education to keep spinning downwards. 3. The equity-themed math framework is playing with fire by conducting an ideological experiment on our next generation. | SBECOMMENT-20230701-075505 | 7/1/2023 7:55 AM | |||||||||||||||||
87 | Qiang Gao | Mflex | qianggao9@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | Math education is essential to competence of individuals and competitiveness of our state and nation. Please don’t mess with math education with toxic politics of any kind. Please keep in mind, math education in this state is already near the bottom in this nation, thanks to your toxic politics in last few decades. | SBECOMMENT-20230701-093136 | 7/1/2023 9:31 AM | ||||||||||||||||
88 | David Zeeman | SFUSD | dzeeman2005@yahoo.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | For the record, I am pro-union, anti-racist, a democratic, pro-LGBTQ+, anti-privatization, and 100% an academic, who values truth above all other virtues. The Mathematics Framework for California Public Schools is still RIDDLED WITH CITATION ERRORS. The authors' claims are NOT SUPPORTED BY VALID EVIDENCE. I have been a math teacher in SFUSD for several years now. This is what I've seen over the past 10 years: An increased number of students are entering 9th grade without having their multiplication facts memorized, without the ability to perform operations with positive and negative integers, decimals, and fractions, without the ability to solve one-step, two-step, and muti-step equations (even with integers!), and without the ability to work independently. This has had a catastrophically negative effect on high school mathematics. The achievement gap has dramatically grown and so has the bipolarity within our classes. We’re now forced to differentiate our instruction over *multiple* years; students who are entering 9th grade with less than a 5th grade level of math competency are grouped with students who are ready for precalculus. No one is getting the time, practice, and attention they need to thrive. | SBECOMMENT-20230701-101343 | 7/1/2023 10:13 AM | ||||||||||||||||
89 | Francis Kim | Francisk@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | The math framework revision is based on gravely flawed research or in some cases no research at all. The framework recommends fairly drastic changes that are counterintuitive, and therefore the burden of proof falls on the recommenders to justify the changes. I believe that burden has not been met. The changes are not innocuous. I believe they will hurt all populations, including advanced learners and underserved communities. The treatment of certain subjects in the proposed high school courses do not satisfy the rigorous requirements the UC system demands. Students of those subjects will be unwittingly and undeservedly unprepared for college. I am a proponent of progressive education, but it must be based on solid research. This framework must be rejected. At this stage, I would hope that the next draft be given to a different set of authors who might be more capable of understanding the existing academic literature. | SBECOMMENT-20230701-172825 | 7/1/2023 5:28 PM | |||||||||||||||||
90 | Paulette Altmaier | paulette@altmaier.us | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | CA seems to be all set to make exactly the same disastrous mistake with Math that the US made for 40 years with reading – choosing an ideological approach with very weak evidence and ignoring a strong, evidence-based approach. In that instance the state, like the rest of the US, went down the Whole Language/Balanced Literacy path, rather than the strong, evidence-based Science of Reading path. It is pertinent to note in this context that while NY has apologized for its use of Balanced Literacy and has committed to Science of Reading, CA persists in using its failed methods to teach reading. So I suppose one should not be surprised that CA, with some of the lowest math achievement in the nation, now intends to make matters worse, with this dumbing down of math standards, and the insertion of “equity” and “social justice” rather than math achievement, as its guiding star. The framework makes claims that are blatantly false, such as ignoring research on the importance of math fluency ie: memorization of key facts and procedures; claiming that “reaching fluency with multiplication and division within 100 represents a major portion of upper elementary grade students’ work” whereas the Common Core standards actually requires this fluency by third grade; claiming that having students invent algorithms for basic operations is “productive struggle” rather than a proven waste of time etc ad nauseum. Brian Conrad, Stanford math professor, has analyzed the citations in the framework, and shows that the findings of many studies are misrepresented. An analysis of the citations ALSO shows that the actual best math ed practices are NOT cited in the framework – instead, ideological and weak evidence is given priority. Proof is in this excerpt from https://www.educationnext.org/californias-new-math-framework-doesnt-add-up/ [https://urldefense.com/v3/__https://www.educationnext.org/californias-new-math-framework-doesnt-add-up/__;!!KOl5BGHrNw!etGFShMeBtebgN8e5IkTXFniusIpRL146k6GTPi_9b8NhoIW6QE7_hWgUbd3dbcv7GXFinIN6mFUU8fpy_ktOEU$] - “The What Works Clearinghouse, housed within the federal Institute of Education Sciences, publishes practice guides for educators. The guides aim to provide concise summaries of high-quality research on various topics. A panel of experts conducts a search of the research literature and screens studies for quality, following strict protocols. Experimental and quasi-experimental studies are favored because of their ability to estimate causal effects. The panel summarizes the results, linking each recommendation to supporting studies. The practice guides present the best scientifically sound evidence on causal relationships in teaching and learning. How many of the studies cited in the practice guides are also cited in the framework? To find out, I searched the framework for citations to the studies cited by the four practice guides most relevant to K–12 math instruction. Here are the results: Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades (2021) 0 out of 43 studies Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students (2015, revised 2019) 0 out of 12 studies Improving Mathematical Problem Solving in Grades 4 Through 8 (2012) 0 out of 37 studies Developing Effective Fractions Instruction for Kindergarten Through 8th Grade (2010) 1 out of 22 studies End of excerpt In short, the Framework is an ideological document that will push CA students even further down their already abysmal performance levels. Who will suffer? Affluent parents and Asians of all income levels will move heaven and earth and use outside resources to make sure their children learn math to the level needed. They will learn math, untainted by “social justice” propaganda and equity dumbing down. It is the low income students this Framework so piously claims to want to help who will be further crushed by it. | SBECOMMENT-20230702-054611 | 7/2/2023 5:46 AM | |||||||||||||||||
91 | Harry Levinson | HJL Lithography | hjlevinson@comcast.net | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | To the California State Board of Education: I strongly urge you to reject the proposed revision to the Mathematics Framework for California Public Schools. The proposed 2023 framework will substantially reduce how well students in California will learn math. This negative impact will be felt most significantly by minorities and the poor, whose only access to education is that provided by the public schools. As an engineering manager in Silicon Valley for over four decades, I have observed over time a decreasing percentage of qualified candidates for engineering jobs who had received their K-12 education in the United States. Rather than improve this situation, the proposed revision is a long step in the wrong direction, one that will deny many poor and minority students the opportunity to be hired into high-paying jobs in engineering and technology. In the best interest of California’s students, I urge you to reject the proposed revision to the Mathematics Framework for Public Schools. Sincerely, Harry J. Levinson HJL Lithography Saratoga, CA | SBECOMMENT-20230702-123224 | 7/2/2023 12:32 PM | ||||||||||||||||
92 | Susan Besant | NA | sue@vision1bali.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | Finally a way of teaching math that gives everyone a chance! This framework is an absolute game-changer for equity in math education - and isn’t learning meant to be creative, inspiring, thought-provoking and empowering for all? Not a memory test, often inapplicable to everyday real-life situations. If I had not been lucky enough to have a math teacher who saw some potential in me (when other teachers had given up) and taught me using more creative methods I never would have achieved the level of success in my exams and my career as I did - as well as an unshakable sense of self-belief and confidence in myself. I had a number of school friends with the same low-income background as me who were not so lucky- they found themselves stuck in an out-dated elitist system that judged them from day one and offered them no opportunity to recognise or reach their true potential. For these reasons I support this framework 100% - and it would be a tragedy if it were not to be passed. | SBECOMMENT-20230702-134351 | 7/2/2023 1:43 PM | ||||||||||||||||
93 | Norman Matloff | UC Davis | nsmatloff@ucdavis.edu | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | I believe the proposed Calif. Math Framework (CMF) would be HARMFUL to students, especially HARMFUL TO BLACK AND LATINO CHILDREN. I say this as (a) a retired UC Davis professor who has taught math, statistics and computer science, and (b) as a lifelong activist on behalf of URMs (underrepresented minorities), starting with my work in 1968 on the congressional campaign of Myrlie Evers, a historic Black figure, my term as Chair of the UCD faculty Affirmative Action Committee, and so on. I make the following brief points: 1. The document is horribly biased, as seen in its failure to correct numerous serious factual errors pointed out after the earlier version was released; the failure to correct FACTUAL errors cannot be anything but deliberate. It has more than 25 citations of the research of ONE single person, with NO references to work by critics of the proposal. No critics were members of the advisory committee. The main concession made by the revised document seems to be mollifying parents who were worried their children would not be able to take calculus; those of us with broader concerns about the curriculum as a whole were ignored. 2. The negative impact on URM children, who are the most vulnerable in our society, would be devastating.The courses in data science and the like would be watered down to the point of uselessness (see below), and URMs would be shunted into these classes, which would be dominated by URMs. The classes would be known to the students as 'Black and Latino math,' a horribly stigmatizing situation. This ideologically-based playing with URM lives is absolutely unconscionable. 3. I have long experience teaching statistics, and can say unequivocally that the data science curricula would be useless. Yes, one can certainly teach data science without calculus, but Algebra 2 is an indispensable prerequisite. Data science is meaningless without a firm grasp of the concept of the slope of a line. I've looked at the LAUSD version of a data science curriculum, and is both superficial and riddled with conceptual errors. The UCLA lecturer who created the curriculum has also made serious conceptual errors in a YouTube video on college admissions. 4. That last ;point illustrates a more general principle: Data science is a highly nuanced field, which is easy to misuse. Even if the curriculum were revised to require Algebra 2, it would be quite difficult to obtain teachers with the needed depth in DS; a short training course would not suffice. I'm a Californian, born and raised, with a lifetime devotion to teaching. I have even taught municipal ESL courses, and a brief supplementary math course for 5th-graders at a local elementary school. And I've been fortunate to have won some teaching awards. I've thought long and hard about how young people learn math, especially URMs, and it pains me to see California kids being treated this way. Please do NOT approve this plan. | SBECOMMENT-20230702-231557 | 7/2/2023 11:15 PM | ||||||||||||||||
94 | Sangeetha Chitradurga | sangi.bg@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | N/A | Only 33% of students in grades 3-8 and 11 achieved math proficiency. Teaching math for social justice will undoubtedly lead to further declines in academic performance and perpetuate the academic achievement gaps. To solve the public education crisis, we need to bring back rigorous instruction, keep up academic standards and revive merit. | SBECOMMENT-20230702-233723 | 7/2/2023 11:37 PM | |||||||||||||||||
95 | Erin DiMaggio | Save PV Schools, LLC | info@savepvschools.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. | Oppose | We oppose the new California Math Curriculum that infuses social political beliefs and subjective viewpoints into the math curriculum. Math should remain objective. Opinions and beliefs on social and political issues have no place in math curriculum. With less than 40% of California students proficient in math (https://caaspp-elpac.cde.ca.gov/caaspp/), implementing and mastering the math content standards seems an urgent matter. Politicians should demonstrate they care more about facts than feelings especially when it comes to an objective subject matter. “Freedom is the freedom to say that two plus two make four. If that is granted, all else follows.' ― George Orwell, 1984 | SBECOMMENT-20230703-074308 | 7/3/2023 7:43 AM | ||||||||||||||||
96 | Christa Beebe | christabeebe@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | I am excited for the change to math education that this framework could bring. I appreciate the focus on supporting educators and the focus on creating equitable spaces for all kids to access strong math instruction. It’s time to modernize math and I believe what’s proposed in this framework is a great start! | SBECOMMENT-20230703-083922 | 7/3/2023 8:39 AM | |||||||||||||||||
97 | David Levinson | david.levinson@comcast.net | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | The proposed mathematics framework is a looming disaster for California students. If approved, it will further sink California K-12 mathematics education below the lowly depths to which it has already sunk. Based on my 46 years of experience working in the most mathematically intense segment of the aerospace industry, I can assure you that the image of mathematics held by the authors of this framework is so alien to the reality of mathematics as it is practiced by those of us who actually do it for a living that it is barely recognizable let alone a model for mathematics instruction. First of all, math has nothing whatsoever do with fashionable Edu-speak obsessions such as race, gender, sexual orientation, ethnicity, culture, etc. In fact, several of the attributes of mathematics that make it so appealing to its practitioners worldwide are that it is universal, deals with truths that cannot be refuted, is undemocratic (does not depend on majority consensus for its veracity), and excludes appeals to authority as grounds for the acceptance of its conclusions. Another aspect of the framework that I find particularly objectionable is the false assertion, permeating the framework, that math has to be “relevant” to students’ life experiences in order to be learned by them. Nothing could be farther from the truth. The fact is, that if competently taught, math is seen by most students to be an intrinsically fascinating subject in its own right, no matter which side of the tracks they call home. And this coming from me, a lifetime practitioner of applied, rather than pure, mathematics. California colleges of engineering are enrolling higher and higher proportions of foreign students who do not suffer from the handicap imposed upon American students by advocates of the concepts embodied in the proposed K-12 mathematics framework because fewer and fewer California students are acquiring the essential traditional math skills in K-12 necessary to handle twenty-first century engineering curricula. At greatest risk from the proposed framework are students from poor families, because their parents cannot afford to send them to Kumon or the Russian School of Mathematics – private businesses that thrive on successfully providing students with learning that compensates for the inadequacies of public school mathematics instruction, a state of affairs that also contributes significantly to the skewing of statistical studies of mathematics education outcomes in favor of wealthier students. California deserves better. I urge you to reject the proposed mathematics framework. | SBECOMMENT-20230703-123738 | 7/3/2023 12:37 PM | |||||||||||||||||
98 | Christine Roberts | robertschristine2003@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Support | I am in full support of the adoption of the Revised Draft Mathematics Framework, which recommends research-based approaches that: - Provide access and future success for all students through creating a meaningful and rigorous mathematics experience beginning with early childhood education. - Encourage equitable outcomes through instructional design that includes: teaching big ideas; using open tasks; teaching toward social justice; supporting students’ questions and conjectures; and prioritizing reasoning and justification. - Propose broadening the mathematics pathways offered so more students can learn algebra and take higher-level math coursework through a high school course sequence that allows for more student choice. The Revised Draft also recommends shifting from the use of remedial classes to a focus on acceleration and enrichment opportunities to better support all students. Educators, districts, schools, parents, and families use the CA Mathematics Framework to guide their math instructional programs, design professional development to build capacity across district systems, inform curriculum selection, and advocate for research-based math instruction that meets the needs of all learners. I encourage the SBE to vote to approve the 2023 Mathematics Framework to support CA districts in moving forward and creating a strong foundation for the field of mathematics education in California for the next eight years until the next framework is written and adopted. Districts are ready to adopt new curriculum materials better aligned to the CCSSM, but need the new framework to move forward with this process. I encourage the SBE to support California students and mathematics education statewide by voting to approve the 2023 Mathematics Framework. | SBECOMMENT-20230703-135207 | 7/3/2023 1:52 PM | |||||||||||||||||
99 | Pramod Negi | pramod11negi@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | The proposed math curriculum in the education system can have several potential downsides: 1. Weakening foundational skills: The Proposed Math curriculum may result in a diminished emphasis on foundational math skills. These skills are crucial for advanced mathematical concepts and real-world applications. Weaker foundations can hinder students' abilities to pursue careers in STEM fields and may limit their overall mathematical competence. 2. Reduced problem-solving abilities: Rigorous math education fosters critical thinking and problem-solving skills. By diluting the curriculum, students may miss out on opportunities to develop their analytical and logical reasoning abilities. This can have long-term consequences, as problem-solving skills are essential in various academic disciplines and in everyday life. 3. Limited preparedness for higher education: A less rigorous math curriculum may inadequately prepare students for the challenges they will encounter in higher education. Many disciplines, including engineering, computer science, economics, and physics, require strong mathematical foundations. Students may struggle to succeed in these fields if they haven't received a rigorous math education in their earlier years. 4. Impact on international competitiveness: This curriculum may negatively impact a country's competitiveness on the global stage. In an increasingly interconnected world, proficiency in mathematics is crucial for scientific research, technological innovation, and economic growth. This framework will impact out state of California and then USA will produce graduates who are less equipped to compete internationally in these domains. 5. Disparity in education quality: The proposed math curriculum may exacerbate existing disparities in education quality. Students from disadvantaged backgrounds may be disproportionately affected, as they often rely on education systems to provide them with opportunities to bridge the socio-economic gap. Weaker math education can perpetuate inequality by limiting their access to high-paying careers and advanced educational opportunities. 6. Teacher preparedness and professional development: Implementing this Math curriculum may require significant changes in teaching methodologies, instructional resources, and professional development for teachers. Adequate training and support for educators are essential to ensure they can effectively adapt their teaching strategies. Insufficient preparation can hinder teachers' ability to deliver quality math education, further compromising students' learning outcomes. | SBECOMMENT-20230703-172159 | 7/3/2023 5:22 PM | |||||||||||||||||
100 | Vibha Negi | vibha28negi@gmail.com | Item 11 - Adoption of the 2023 Mathematics Framework for California Public Schools, Kindergarten Thr... | Oppose | The proposed math curriculum has potential downsides including weakening foundational skills, reduced problem-solving abilities, inadequate preparation for higher education, diminished international competitiveness, exacerbated education disparities, and challenges in teacher preparedness. Weaker foundations can hinder students' career prospects in STEM fields, while reduced problem-solving skills limit their abilities in various disciplines. Inadequate preparation for higher education may hinder success in fields requiring strong mathematical foundations. The country's international competitiveness may suffer as graduates are less equipped to compete in research, innovation, and economic growth. Disadvantaged students may face additional barriers, perpetuating inequality. Teacher preparedness and professional development may be challenging, impacting effective adaptation to the new curriculum. | SBECOMMENT-20230703-172404 | 7/3/2023 5:24 PM |