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Parents and teachers press Utah board to reverse integrated math; higher-ed researchers defend integrated approach
Summary
At a Standards & Assessment Committee hearing, several teachers and parents urged a return to a traditional algebra–geometry–algebra (AGA) sequence, citing lack of textbooks and student remediation; a Utah State University statistician defended integrated standards as better preparing students for data-driven work.
Several public commenters urged the Utah State Board of Education’s Standards & Assessment Committee to require a return to a traditional algebra–geometry–algebra (AGA) secondary math sequence, arguing the current integrated approach leaves teachers to assemble materials and leaves students with weak foundations.
"We couldn't use textbooks because they did not follow the Utah core," said Sunny Irvley, a teacher who described having to photocopy lessons while noting that few textbooks align with Utah’s…
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