Across the United States, states are grappling with how best to shape K-12 mathematics education, with Texas and California demonstrating starkly different approaches to incorporating expert academic input. While Texas actively involves university professors in curriculum development, California's recent math framework has drawn significant criticism and opposition from numerous academics.
In Texas, the State Board of Education (SBOE) has a structured process for developing and revising the Texas Essential Knowledge and Skills (TEKS) for K-12 mathematics, which includes input from university professors. The SBOE nominates educators, parents, business and industry representatives, and content expert reviewers, including university math professors, to serve on review committees. This collaborative approach aims to ensure that the curriculum is robust and aligned with educational best practices.
Conversely, California's recent efforts to overhaul its K-12 math curriculum through the California Mathematics Framework (CMF) have ignited a contentious debate, drawing widespread criticism from university academics. As stated in a recent tweet by Jelani Nelson, a professor at UC Berkeley, "In California, officials ignored letters signed by hundreds of math (and other) professors, then tried introducing laws that painted professors as their enemy." This sentiment echoes concerns raised in open letters signed by over a thousand STEM professionals and professors, who argued the framework would "politicize" K-12 math and devalue foundational subjects like algebra and calculus in favor of data science.
Critics, including Stanford mathematics professor Brian Conrad, have meticulously pointed out alleged misstatements and misapplications of research within the CMF, arguing that it could leave students unprepared for college-level STEM fields. While some advocates of the framework suggest university professors may lack direct insight into K-12 curriculum for diverse student populations, the extensive academic opposition highlights a significant disconnect in California's approach. The controversy has been so pronounced that a complaint was reportedly filed against Professor Conrad for his vocal critiques.
The contrasting methodologies in Texas and California underscore the ongoing national discussion about the most effective strategies for K-12 math education. Texas emphasizes a broad, inclusive expert review, while California's framework has faced accusations of sidelining academic expertise, leading to a polarized educational landscape.