Learning Math Should not Be a Race

A Simpler Time  

When I was in high school fifty years ago in Iowa, the world seemed simpler. There were no Advanced Placement tests, no preparation courses for the SAT, and little worry among college-bound students about their acceptance into a good college. You simply took whatever math class came next in the sequence. The SAT was taken once, often just rolling out of bed on a Saturday morning, and it was done. Not all students even took four years of mathematics; many took only two or three. Calculus was a course taught in universities and colleges.

A very strong college-prep sequence back then looked like this:  
- 8th Grade: Pre-Algebra  
- 9th Grade: Algebra One  
- 10th Grade: Geometry  
- 11th Grade: Algebra II  
- 12th Grade: Pre-calculus, including Trigonometry  

The Acceleration Begins  

Beginning in the 1970s, excellent students and their parents sought a more accelerated pathway. The strongest students could take Algebra One in 8th grade, allowing them to take college-level calculus as seniors in high school. This path became more common, and by 2021, over 300,000 high school students took Calculus and the Advanced Placement exam, potentially earning college credit while still in high school.

This is what the Honors Math Path looked like from around 1970 to 2010:  
- 7th Grade: Pre-Algebra  
- 8th Grade: Algebra I  
- 9th Grade: Geometry  
- 10th Grade: Algebra II  
- 11th Grade: Precalculus and Trigonometry  
- 12th Grade: Calculus AB, and possibly Calculus BC (a full year of college calculus)  

I taught Calculus AB at Menlo-Atherton for almost twenty years. It was a great class to teach, and many students and their families believed taking calculus in high school would give them an advantage in college admissions. However, middle schools faced difficult decisions about which students were ready for this accelerated track. Families felt more stress, with some hiring outside tutors in the middle school grades. There was a growing belief in some communities that if you weren’t on the most accelerated path, you were considered a “remedial” student.  

The Struggles of Acceleration  

Many of my students flourished and did very well in high school calculus classes. But some struggled. I distinctly remember one day, looking out at my calculus class and thinking maybe half of the students should not be there. They were pushed too fast and had developed a very negative self-image about their ability in math. They had that “deer in the headlights” look. They were worried about their grades, and their families felt the pressure too. For some, the stress continued to build throughout high school.  

A Super-Accelerated Pathway  

About fifteen years ago, things changed again. Some schools in high-powered academic communities decided to offer an even more accelerated math pathway. This “super-accelerated” track was introduced to provide even greater challenges for top students.  

This is what that pathway looks like:  
- 6th Grade: Pre-Algebra  
- 7th Grade: Honors Algebra I (Middle School)  
- 8th Grade: Honors Geometry (Middle School)  
- 9th Grade: Honors Algebra II (might include trigonometry)  
- 10th Grade: Honors Precalculus (possibly with some Calculus)  
- 11th Grade: Calculus AB and possibly BC (college-level)  
- 12th Grade: College-level Differential Equations and Advanced Calculus  

Once schools began offering this pathway, many parents wanted their children to be in it. This led to decisions being made as early as fifth grade. Currently, I teach an 8th grade Honors Geometry class at Hausner. It's an exceptionally strong class and an exciting one to teach. It’s a wonderful opportunity for very strong and highly motivated students.  

The Risk of Feeling Left Behind  

A potential negative consequence of the current structure is that students not in the super-accelerated math program might think of themselves as remedial or “losers” in the math race. At Hausner, these students are still on track to take calculus by 12th grade—a path that was the honors path for most of the country’s educational history.  

Which Path Should Students Choose?  

Which path should parents and students choose? It’s not always obvious. Every child is unique, and children learn at different paces. Factors like overall maturity matter. Does the child not only have good math skills but also excellent study habits? Will they do homework consistently? Excellent attendance is important as lessons build upon each other. How does the child handle stress and pressure? How would the most challenging math course fit in with other coursework and extracurricular activities? Could being pushed too fast hurt the child’s self-esteem or belief that they can be an excellent learner?  

There’s no crystal ball. No one can predict perfectly how a 12 or 13-year-old will mature and grow. There’s no single test to help with perfect placement. If a student is on the super-accelerated track, there are ways to slow things down later, especially in high school. Likewise, students who are not initially on the fastest track can still accelerate later, with summer programs or independent study.

My Preference: Slow Down If There Are Concerns  

My personal preference is to slow things down if there are doubts, concerns, or signs of significant stress and anxiety. Peer pressure can make students feel they need to keep up with their friends, and parents may feel pressured to have their children on the most accelerated track. This pressure is understandable, especially with the competitive college admissions process. It’s hard to resist.  

At Hausner, our math department works hard to help every student succeed in math and develop a positive attitude about learning mathematics. We want students to feel that when they are 18 or 20, all options are still open to them. We aim to banish the negative and destructive thought that they’re “not good at math.” We want them to learn that asking for help is a strength, and everyone struggles at times. One path does not fit all. Learning math is not a race.  

The Hausner Math Department's Goals  

At Hausner, we emphasize that every child is unique. Students learn at different speeds and in different ways. If a student should be on the most accelerated path, that’s great. If not, that’s fine too. Even top universities won’t close their doors if a student hasn’t taken two years of college-level math in high school.

Our two major goals in the math department are:  

1. Help every student build a super-strong foundation in mathematics.  
2. Encourage children to develop a positive attitude about learning math and science, and inspire them to become excited learners eager to continue their education.  

Ultimately, our goal is to help each student feel confident in their abilities and excited for the journey of learning, no matter the pace.
 

 

 

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Jerry Brodkey joined Hausner in 2016 as a Upper School Math Teacher. Jerry received a B.A.degree in Psychology from Rice University, a M.A. degree In Teacher Education from Stanford University and a PhD in Curriculum and Teacher Education from Stanford University.