The California Dept. of Education says the purpose of a curriculum framework is to “...provide guidance to educators, parents, and publishers, to support implementing California content standards.”

Yet the draft 2022 California Math Framework’s guidance seems to be more on incorporating socio-political issues into the math curriculum than on implementing the math content standards.

With less than 40% of California students proficient in math, implementing and mastering the math content standards seems an urgent matter.

However, the draft framework advocates not organizing around the California math content standards:

“This framework reflects a revised approach, one that advocates for publishers and teachers avoiding the process of organizing around the detailed content standards” (Ch. 1, Lines 616-617)

The draft framework seems to prefer organizing around socio-political issues. Some examples:

Suggesting mathematics no longer be viewed as a neutral discipline:

…the notion that “Mathematics has traditionally been viewed as a neutral discipline.” (Ch. 2, line 676) should be revised, to “A different perspective enables teachers to not only help their students see themselves inside mathematics but …. to use mathematics toward betterment in their worlds.” (Ch. 2, Lines 678-681)

Advocating incorporating social justice into math teaching:

“Teachers can take a justice-oriented perspective at any grade level, K–12…” (Ch. 2, Lines 681-682)

Asking math teachers to counter “cultural forces”:

“The belief that “I treat everyone the same” is insufficient: Active efforts in mathematics teaching are required in order to counter the cultural forces that have led to and continue to perpetuate current inequities (Langer-Osuna, 2011).” (Ch. 1, Lines 214-216)

Advocating changes in math teaching methods and materials to those designed to disrupt cultural patterns:

“...teaching methods, curricular materials, and approaches to mathematics that are designed to actively disrupt cultural patterns that perpetuate inequity, and to authentically engage students from all backgrounds.” (Ch. 8, lines 330-332)

Suggesting math teachers use tasks designed to develop students’ “sociopolitical consciousness”.
From one vignette in the draft framework:

“Ms. Ross teaches fifth grade at the Jackie Robinson Academy. She has been focusing on developing her students’ sociopolitical consciousness through language arts and wants to bring mathematics into their thinking (SMP.1, 2). To begin the process, the class is led in an analysis of word problems from their fifth-grade mathematics textbook (NF.1, 2, 4, 5, 6). Ms. Ross selects three word problems to connect with the class’s current read-aloud of George, a novel by Alex Gino that shares the story of a 10-year-old transgender fourth grader and her struggles with acceptance among friends and family. In doing so, the teacher is reflecting the recommendations of California’s Health Education Framework, which suggests that sensitive discussions of gender are important for students. Ms. Ross reads the questions aloud to the class….” (Ch.2, Lines 916-926)

“This time, she is asking students perspectives and points of view in the text, and encouraging them to look for “silences” in texts. Students are able to take what they noticed and named – in this case how gender played out in the problem — and consider its implications, enabling critical thinking. In doing so, Ms. Ross’ question asks students to grapple with: What prior knowledge and experiences aside from mathematics is needed? Whose lived experiences are not included? During classroom discussion, several questions and concerns arise as a result from their conversations: What constitutes boys’ things and girls’ things? Are there word problems about ribbons, cooking, or knitting that use a boy’s name?” Are there word problems that challenge gender stereotypes?” (Ch. 2, Lines 964-989) “When examining the entire textbook, the students noted that there were a few instances of gender-fluid problems (e.g., David’s dad baked a dozen cookies to share with him, his sister, and his mom); however, the problem continued to conflate gender with a heterosexual identity. The class could not find problems involving non-nuclear families (e.g. two moms, a single dad) or non-conforming characters.” (Ch. 2, Lines 989-994)

Suggesting math teachers assign tasks focused on social inequities:

Tasks that help students develop critical consciousness are those that give students the opportunity to understand, critique and solve the problems that result in societal inequalities. (Culturally Relevant Pedagogy, Ch. 7, Lines 765-768)

Suggesting math teachers use social justice focused materials:

“Robert Berry, III, and colleagues have authored a book that brings together lessons that help students “explore, understand and respond to social justice.” The lesson “What’s a Fair Living Wage?” by Francis Harper, is included in the text. Designed to span 90 minutes, it begins with students discussing what they know about living wages and minimum wages. (Ch. 7, Lines 785-789) The lesson concludes with students discussing action that can be taken to increase minimum wage, if they find that wages are not fair for their community. (Ch. 7, Lines 785-914)

Proposing changes to the focus of math teacher professional development:

“The field should prioritize professional learning opportunities that focus primarily on equity in mathematics education; equity cannot be an afterthought to more traditional mathematics content-centered offerings…” ^1,2 (Ch. 9, line 199-204)

Suggesting math teachers incorporate environmental issues into the curriculum:

“...teachers must be mindful of other considerations that are a high priority for California’s education system including the Environmental Principles and Concepts (EP&Cs) which allow students to examine issues of environmental and social justice.” (Ch. 1, Lines 970-973)

Finally, in one instructive example of the primacy of socio-political issues over math content standards, Chapter 8 of the proposed framework devotes 136 lines of text to a vignette which explores climate change; (Ch. 8, Lines 652-788) about 60 more lines of text than the draft framework devotes to discussing the entire course of ”Algebra II.” (Ch. 8, Lines 2409-2487)

Though California students’ math proficiency is below 40%, the draft 2022 Math Framework pays much heed to socio-political issues; less to the implementation and mastery of the math content standards. However, helping students master the math content standards is clearly what’s needed, not to mention the purpose of a math curriculum framework.