*And also, where's the in order to justify keeping it around? The article mentions Olin College and the MIT Schwarzman College of Computing, This website at Olin gives a little more insight on what "computational thinking" might look like.*But the Schwarzman College example seems hardly informative.That gets me to the next issue: Issue #2: Conflating "Algebra 2" with symbol manipulation. Usually it is a big course with a lot going on inside it.

*And also, where's the in order to justify keeping it around? The article mentions Olin College and the MIT Schwarzman College of Computing, This website at Olin gives a little more insight on what "computational thinking" might look like.*But the Schwarzman College example seems hardly informative.That gets me to the next issue: Issue #2: Conflating "Algebra 2" with symbol manipulation. Usually it is a big course with a lot going on inside it.

There was pushback in 2013 from the state of Florida and more recently in California.

In fact right around 2012-2013, when the Common Core State Standards were emerging (and largely because of those standards, which mandated some items from Algebra 2), resistance to "algebra 2 for all" also started emerging both in these specific cases and in more general op-eds, like this article in Slate and this one in the New York Times, and the issue doesn't seem to be losing any steam.

He's a smart guy with interesting ideas about the role of technology in our lives, including education, and I learned a lot from his keynote address.

I was also grateful he took some time out to talk with me about my sabbatical at Steelcase, and he was gracious and generous, despite dealing with the usual last-minute chaos of getting ready for a big talk. No adult in America still does integrals and derivatives by hand - the calculus that blocks so many from career paths.

article speaks about "computational thinking", what does it have in mind?

Is it Papert's idea of "progressively deepening understanding" --- and if it is, what exactly do we want students to understand?

In the article, and in many fellow-travelling articles, Algebra 2 is equated with symbol manipulation. Take a look around at people's Algebra 2 syllabi, and you will find Algebra 2 tends to be a mix of topics, some of which are neither clearly interesting nor especially useful (e.g.

factoring cubics), along with others that many Algebra 2 detractors would say are vitally important for people to know today, such as: If you get rid of Algebra 2 to remove the burden of symbolic manipulation skill, you also get rid of the above ideas, unless you create something else in its place.

magazine, Tom Vander Ark renewed an ongoing and often intense debate about the role of second-year algebra in math curricula in high schools and colleges.

It's far from the first time that people have questioned whether Algebra 2 should be required of all students in a school district or college setting.

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