Calculus isn’t the only option. Let’s broaden and update the current math curriculum

The mathematics education system in the U.S. is overdue for an update. The sequence of courses taken by most high school students — Algebra, Geometry, Algebra II — was set in 1892. The current singular focus on funneling students through calculus emerged from a desire to beat the Soviet Union in the space race, armed only with pencils and paper. That worked well for several decades, but today’s students also need to build on algebra and geometry in ways that make sense for the way math is used in modern applications.

Core ideas of calculus remain vital for STEM fields, but other mathematical areas have grown in importance. Across the state, from Silicon Valley to Hollywood, people are tackling contemporary challenges with a diverse array of mathematical tools.

Other applications of mathematics — in climate change, assessments of health risks, and all those pandemic models we’ve seen in the last two years — require the public to understand data we now have in abundance thanks to the digital revolution. To do so, the burgeoning field of data science blends deep mathematical ideas with statistics and programming. Computer simulations have become indispensable in mathematical work. The breadth of mathematical ideas in use today is frankly astonishing, even to those of us in the field.

Our students need a top-notch mathematics education, but instead, most students’ math experiences remain focused on old-fashioned courses designed 50 years ago. Much of the content of a calculus course was designed to help engineers evaluate expressions that our smartphones can now do in the blink of an eye, rather than helping a wider variety of professionals use the principles of calculus to address broader societal concerns.

There’s been much controversy over proposed revisions to the California Mathematics Framework, a state initiative developed to guide schools in curriculum and instruction. Conversations over the framework have been polarized and even uncivil, with strident voices amplifying misleading claims and resorting to personal attacks rather than having a nuanced discussion about ideas.

So let’s step away from the entire framework for a moment and focus on one idea we should all embrace: broadening the scope of mathematics explored in California classrooms by opening up the opportunity to offer advanced electives such as statistics/data science, probability, and discrete mathematics. Students should be able to pursue math courses aligned with their aspirations. Each one of those pathways should be designed with a strong focus on deep mathematical understanding, rigorous problem solving, and smart use of computational tools.

Calculus should remain a viable option for students — and many will still choose that path — but it shouldn’t be the only option. Students who take another route in high school can still learn calculus in college, rather than retaking it, as many do, after a high school calculus experience they didn’t appreciate. In fact, in college, two-thirds of all high school calculus students retake calculus or take a more foundational class, suggesting that a rush to calculus isn’t beneficial for most students. Broadening the choices available to students will give them more chances to see mathematics as interesting, useful, and joyful.

We all want our students’ mathematics experiences to be more vibrant, effective, and captivating than what outdated math education currently offers. An updated curriculum would set students up for academic success, but also for a greater appreciation of the ways mathematical thinking can enrich our lives. We should champion education for all that equips the next generation with the modern math tools they will need to thrive as scholars and professionals. In a world where we are regularly updating our software, our devices, and our lexicons, why wouldn’t we want the same for our children’s math education?