3/14/24 – The following article from Edsource was recently released and provides an important additional perspective on the push for data science classes which was encouraged by the recent revision of the California Mathematical Framework. In particular, this article warns students NOT to skip Algebra 2 in favor of “data science” math courses:
Advanced math in high school prepares students for STEM and data science careers
A quote from the article in the link above:
We know from years of study and practice that learning math is cumulative. In order for California students to be adequately prepared for the science and technology majors they may choose to pursue in college — including data and computer science — the advanced math curriculum in high school is essential. While data science and statistics courses have been rapidly added to high school options and are welcome additions, these courses cannot replace the foundational math content found in Algebra II. We also acknowledge, and encourage, innovative curricula aiming to teach Algebra II via the context of data science, as such courses could be appropriate.
The following Edsource article presents multiple sides to this debate:
UC professors’ math problem: How does data science fit in?
and please note the following two quotes:
The Board of Admissions and Relations with Schools or BOARS reaffirmed its position by accepting the recommendations of a workgroup of math and statistics professors who examined the issue. That workgroup determined that none of these courses labeled as data science “even come close” to qualifying as a more advanced algebra course.
Robert Gould, a teaching professor and vice chair of undergraduate studies in the statistics department at UCLA and lead author of Introduction to Data Science, said that he disagrees with BOARS’ decision. The course was created under the auspices of the National Science Foundation through a math and science partnership grant.
“We are disappointed, of course,” he said. “We believe our course is rigorous and challenging and, most importantly, contains knowledge and skills that all students need for both career and academic success.”
Will it help or hinder equity?
Critics of substituting introductory data sciences courses for advanced algebra include STEM professors at UC and CSU. Many say they support data science, but not courses lacking the full range of math topics in high schools that students need for STEM or any major requiring quantitative skills. Skipping foundational math in high school will set back the cause of equity for underserved students of color, not advance it, they argue, by creating the illusion that students are ready for statistics, computer science and data science majors when they aren’t. That may force them to take catch-up courses in community college.
Clearly, the battle between academic rigor and social justice rages on in our society.
EduIssues 