Connecticut School District Slows Down Its Math Curriculum and Its Students Learn More

Here’s an interesting story from this week’s New York Times about how the high-performing Westport, Connecticut, school district has created its own math materials and slowed down its curriculum, resulting in students who ultimately learn and understand more.

Math students in this high-performing school district used to rush through their Algebra I textbooks only to spend the first few months of Algebra II relearning everything they forgot or failed to grasp the first time.

So the district’s frustrated math teachers decided to rewrite the algebra curriculum, limiting it to about half of the 90 concepts typically covered in a high school course in hopes of developing a deeper understanding of key topics. Last year, they began replacing 1,000-plus-page math textbooks with their own custom-designed online curriculum; the lessons are typically written in Westport and then sent to a program in India, called HeyMath!, to jazz up the algorithms and problem sets with animation and sounds.

Read the story here.

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