Geometry teachers are confirming a switch back to teacher-tailored curriculums next year, and Algebra classes are considering the same switch.
Last year, CCSD bought a new curriculum for math classes for middle and high schools for the 2024-25 school year and mandated that everyone use it. The old curriculum had lessons more developed and personal by teachers. According to teachers, they had little time to pivot, which led many teachers and students to struggle to catch up with the changes.
When the district changes courses, they set curriculum packages via textbook to teach information. CCSD’s current curriculum includes more word problems while the teacher observes.
“[CCSD] put an emphasis on group discussion and figuring it out,” CP Algebra 1 and Geometry teacher Timothy Peterson said. “It’s more facilitated versus the old way where teachers present the examples, the concepts, how we use it, ‘here’s different ways we use the problem.’”
Before the purchase, teachers were doing more straight-forward direction instead of waiting for students to ask questions.
“They put an emphasis on group discussion and figuring it out. It’s more facilitated versus the old way where teachers present the examples, the concepts, how we use it, ‘here’s different ways we use the problem,’” Peterson said.
Teachers and students alike faced challenges about less face-to-face teaching, and some teachers are also concerned about the possible impact the change could have on their students.
“Some students don’t learn like that, it doesn’t work. They can’t just ‘be handed a friggin’ packet yo,’” AP Statistics senior Arlo Martin said, referencing a popular meme. “The teacher-student connection is something you can’t replace.”
Practicing the work has changed to fewer lessons in class, and for some classes, homework each night. Students rely on individual study to practice their ability for quizzes and tests.
“In Pre-Calc this year, we have fewer lessons but more ‘do the homework in class [days] and if you have questions, you ask the teachers,” junior Sydney Dattilo said. “I feel like I personally gravitate more towards actual lessons and broader understanding.”
