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I was only thinking of the way that math is to be taught in this framework. As I understand it tracking is de-emphasized in grades one to eight since all but a select group would have to participate in this program.symbolipoint said:If the current changes means, then I would say, that curriculum would be forced 'tracking'.my grandfather's Mathematic

Again as I understand it, particularly through the links to the criticism of this program since most students would participate in it, moving algebra I to first year HS would be problematic for students who are looking for a STEM career to take Calculus in HS.symbolipoint said:Maybe not all students will be ready for Calculus in high school. That to me does not mean that "data science" should be a replacement for Calculus. Students could still be working very hard to get through Algebra 1/Algebra 2/Geometry/Trigonometry-Mathematical Analysis.

I think that what some say is to forget the data science courses and let aspiring data scientists (along with STEM aspirants) take the current math sequence since how many students out of HS will be hired in this field? With regards to statistics, I think the idea is to provide a math course that can have some positive impact in the non-university bound student's personal life. ". . .symbolipoint said:Maybe I am missing the point. Could Statistics be one of the options for "College Preparatory Mathematics" courses?

*how to understand the key concepts of statistics and use them in thinking statistically about whatever real-world problems you find them relevant to." This quote is from a little book by Derek Rowntree: STATISTICS WITHOUT TEARS: A Primer for the Non-Mathematicians: Allyn and Bacon (*

*1981)*