During a recent government meeting, educators and parents expressed significant concerns regarding the current state of math education, particularly focusing on the lack of homework and its impact on student performance. One parent highlighted that a math teacher informed her freshman class that half of them would not pass, raising alarms about the encouragement and support provided to students struggling with the subject.

The discussion revealed a broader issue with the teaching methods employed, suggesting that the absence of regular homework and grading practices may be setting students up for failure. The parent emphasized that math requires consistent practice and feedback, arguing that without graded homework, students lack the necessary reinforcement to understand their mistakes and improve.

Concerns were also raised about the availability of textbooks, with one parent recounting that her son was told there were no books available, despite physical copies being present in the classroom. This led to confusion regarding digital access to resources, as the parent noted that her son could not find the textbook online.

The meeting included suggestions for improving the grading process, such as having students grade each other's work or checking homework in class, to ensure that students receive timely feedback. The importance of assigning manageable amounts of homework was also discussed, with the consensus that if homework is given, it should be graded to provide students with a clear understanding of their progress.

In response to these concerns, a board member proposed placing the topic of math education on the agenda for future meetings, particularly as a new math curriculum is set to be implemented. This indicates a commitment to addressing the issues raised and ensuring that students receive the support they need to succeed in mathematics.