"The decline in recent years in the mathematics score on the ACT exam has many educators and policymakers concerned. There is apprehension about whether these scores suggest a negative impact on science, technology, engineering, and mathematics (STEM) readiness and the potential impact on America's economic, social, and political security. While I understand why these are causes for concern for many, I see the discourse about the ACT mathematics scores as an opportunity to broaden the discussion to include issues of equity, curriculum, and assessment. [...]
Critical conversations are necessary for knowing and understanding not only the indicators for mathematics and STEM readiness but also the inequities that contribute to the factors that offer advantages to some learners while disadvantaging others."
The inequities problem continues as does the call to do something about it. Holding conversations does help, but the majority of educators feel helpless to do something that would make a significant difference to what is mostly a complex political problem.
A more radical (creative) approach* to writing textbooks is to make lessons more like stories which are intrinsically interesting to kids. There are videos that tell stories that could be used as part of a lesson: the 3-act kind that Dan Meyer likes. My 3-part lesson is: 1. Set the Stage 2. Do the Activity 3. Debrief.
Three examples are: The Weird Number, Murdered for Math - Making sense of Irrational Numbers, and 13 x7 = 28
Also, STEM should be a math credited course in High School. We moved Algebra 1 to the 8th grade in my lifetime, why should seniors have to wait till college to experience STEM? It doesn't make any sense not to do that. See my previous post on this topic.
*More on "radically" creative lessons in future bog entries.