I’m in the SBAC part of the world, but we’re facing pretty much exactly the same issues – as much as students are supposed to be tech savvy, dealing with the interface of the questions will be a notable factor in their assessments.

And totally agreed on the crappy phone app you’d delete if you had a choice.

]]>Solid Geometry

Plane Trigonometry

Analytic Geometry

Calculus

Statistics (including combinatorics)

Algebra (advanced, complex numbers, etc)

It doesn’t treat logic and proofs, which I assume would have to fit in with geometry. It isn’t a doorstop sized book either. Only 500 pages, but quite dense. Obviously a multi-year book, and even then I think the material is presented too deeply for a high school student to make it through all of it. The introduction states that a teacher would choose the topics they wanted to cover.

My Algebra 2 book (Dolciani, 1970′s), and many honors algebra books from that era include many of your topics (sans calculus and geometry). They too would have to be used over a couple of years to cover everything.

In your list I think I would move combinatorics to be with statistics and logic and proofs to be with geometry. No particular reason other than to even it out some.

algebra

combinatorics and statistics

logic, proofs and geometry

advanced algebra, trigonometry

calculus

That is a pretty demanding curriculum though. It would only work if the student was able to get the material (or most of it) on the first take.

]]>If I could overhaul math education at the high school level, I would make it go something like

algebra

logic, proofs, and combinatorics (as in applied discrete math)

statistics

geometry, trigonometry, and complex numbers

calculus

In any event, I like your point about mathematical literacy and being able to recognize and interpret the arithmetical meaning in such text. I disagree that it doesn’t occur in traditional (or even non traditional) classes. Someone wrote those headlines.:) I think it has to do with whether the curriculum develops sophistication in the student or not. And that type of development takes place year over year and is unfortunately very neglected today due to the manner in which elementary math has been broken down into tiny disconnected pieces (standards).

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