I appreciate Annie Fetter's story about learning math. We each have a pathway through courses and experiences, reading and doing, which leads to a current level of math competence.
Our school district allows access to the traditional course sequence to students as soon as they show readiness and interest. Certainly most students in this comprehensive, public high school do not study calculus. More than half go on to university studies and most of those get degrees. I have not come to firm conclusions why our graduates go to college in smaller numbers than surrounding schools, yet have far greater success in terms of graduation from college rates.
Some of this may be related to allowing students their own best path.
We have been slow to replace traditonal courses and traditional methods. We have added applied math for non college bound students (their choice). We have added statistics and college algebra for the less intensive math course supporting college bound students who are not ready or interested in calculus.
This means our students may be doing math anywhere from our wood shop to our calculus classroom (and the ages vary). My nephew is finishing Calculus as a 10th grader with no help from Uncle Steve needed. His older brother is taking a second year through intermediate Algebra with tons of help from Uncle Steve.
We are looking for ways to improve this attention to the individual student..
<<<<<<<<<<<<<<<<<<<<---------------->>>>>>>>>>>>>>>>> from Steven S. Means firstname.lastname@example.org Math and Technology Teacher at Sammamish High School <<<<<<<<<<<<<<<<<<<<---------------->>>>>>>>>>>>>>>>>