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The typical high school math sequence of Algebra/Geometry/Algebra II dates back 130 years. Many students, as well as a number of teachers, are saying they want more from their math courses.States have different ways of addressing the challenge of how to provide routes to multiple forms of advanced math—an issue that is often hotly debated...

When it comes to the future of our society and our democracy, the stakes have never been higher—for how math is taught and learned. As reliance on technology and algorithms grows across every industry, equitable math opportunities in high school and higher education are more critical than ever. Yet, that necessity continues to go unmet for too many students—especially Black, Latinx, and low-income students. 

“A paltry 28 percent of STEM grads are working in … supposedly in-demand, highly paid, and important STEM jobs,” according to Skrentny's recent op-ed in The Los Angeles Times. Such facts raise serious questions about the STEM education enterprise—including the emphasis on calculus, considered a launchpad for STEM futures, and a tacit requirement for admission to many selective universities.

For more than a decade, California students have had the option of taking courses such as statistics and data science to meet their required third year or recommended fourth year of math for admission to California’s public universities. This week, a faculty committee at the University of California took a radical step toward removing both of those options. 

An essential voice in the debate over how math should be taught is getting louder. The students themselves are increasingly being invited to participate in shaping the future of mathematics instruction. We should all be listening to their candid advice.