A strong math curriculum is essential, for it teaches students valuable skills such as critical thinking, problem-solving, and logical decision-making. In high school, math helps students better understand the world around them and prepares them for a wide range of careers. Additionally, it builds persistence and confidence in tackling complex challenges.
In 2023, California adopted a new Mathematics Framework that changes how math is taught across the state. This shift also aligns with the goals of the No Child Left Behind Act, which aims to make math education more equitable and inclusive by ensuring that all students, regardless of prior achievement, have access to the same coursework.
The traditional approach emphasized speed, memorization, and grouping students according to perceived mathematical ability. In the previous high school math system, teachers were responsible for developing their own lesson plans based on the district’s curriculum. This provided flexibility in teaching methods but resulted in significant variation between classrooms. Homework typically consisted of multiple problems aimed at giving students plenty of practice and reinforcing key concepts through repetition. Math classes were generally divided into college preparatory and honors levels, enabling students to learn at different paces and levels of difficulty according to their skills and interest in the subject.
The new approach emphasizes understanding, reasoning, and real-world application. The framework encourages teachers to help students recognize connections between mathematical concepts and apply them in meaningful contexts, rather than merely following procedures. It is also designed to promote more discussion, collaboration, and problem-solving in the classroom.
Some students and teachers appreciate the new math curriculum because it makes learning feel more relevant, collaborative, and relaxed. They enjoy not having to spend time memorizing formulas or rushing through problems. This curriculum helps students who previously struggled with traditional methods gain confidence and pursue advanced courses later on, without being labeled “behind” too early.
The majority of the student body, however, dislikes the changes. Those who are more mathematically advanced compared to their peers feel held back and enjoy the old, faster-paced system that gives full access to advanced math courses. Others find the open-ended, discussion-based lessons confusing or less efficient than straightforward lectures and practice drills. Some high-achieving students worry the new approach will make it harder to stand out academically or prepare for competitive college programs that expect strong, advanced math skills.
Ori Sarid, an Algebra II Honors student, even said, “It’s a horrible curriculum that isn’t being taught directly. The old system would teach us a formula that we could use to solve multiple problems. The new one gives us problems that are more confusing than they have to be, which could easily be solved with formulas. I believe that although the speed and memorization of the old curriculum were a bit hard, it was much better because we actually learned something from it. I think the new system is terrible because overachievers won’t get the opportunity to get ahead in math, which ultimately limits our generation’s future.” He even made a point: “Why change something that’s worked for so many years?”
Mrs. Higa, an honors Chemistry teacher and past math teacher, commented on the new curriculum, stating, “It seems like the students are struggling with it because there aren’t ways for them to check their work, which I believe is where all the math learning takes place. I also think the lack of direct instruction is tough for kiddos because they don’t have a formula to follow. It’s very open-ended, which isn’t always helpful for every subject within math. The old math curriculum lacked a bit of application, but that could have been added. It had more direct instructions and repetition in practice that was somewhat guided.”
As a result of the 2023 California Mathematics Framework effort, math education is more meaningful, inclusive, and connected to the real world. It emphasizes understanding over memorization and ensures that all students have access to challenging material, not just a select few. However, it also raises valid concerns from students who fear that slower pacing or delayed acceleration could limit opportunities for advanced learning. This prompts an important question: should we reluctantly embrace the new math curriculum, or take action to restore the previous approach that many of us preferred?
