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tions, statistics and probability, and geometry and measurement. An example of how contextual mathematics is applied in “ science and statistics - they recognize that graphs can be useful tools for answering a question or making a prediction. Graphs are ubiquitous in media today, and the abil ity to interpret them is critical to an ability to use mathematics to understand the world ” (NCTM, 2018, p. 51). All students should be able to apply mathematics and statistical knowledge that they have learned in high school to make important de cisions in their lives especially within our data driven society (NCTM, 2018). In Catalyzing Change in High School Mathematics, the book of fered additional resources which included exam ples of essential concepts to use within a classroom and reflection questions to accompany the readings on NCTM ’ s More4U website (NCTM, 2018). As Benjamin Franklin stated, “ An investment in knowledge pays the best interest. ” There should be four years of continuous mathematics pathways for all students in high school. This would include two to three years of common mathematics focusing on the “ Essential Concepts ” to guarantee all students the highest quality of mathematics. The recommen dation of high school mathematics courses from the Catalyzing Change in High School Mathematics consist of “ a single curricular model would deliver a common pathway offered to all students in a sin gle school setting and would ensure each and every student ’ s access to a high - quality mathematics edu cation while avoiding the creation of separate and unequal tracks ” (NCTM, 2018, p. 83). This recom mendation would create accessibility of mathemat ics for all students. The authors provided two suggested pathways for implementation of mathematics within high schools. In Pathway A, everyone starts with geom etry and measurement in 9th grade then followed by statistics and probability. By 10th grade and the first half of 11th grade students would continue the study of algebra that they began in middle school moving from coordinate geometry to linearity, quadratics and exponential. In pathway B, the es Organizing High School Mathematics

sential concepts of the major content domains (number, algebra and function, statistics and proba bility, and geometry and measurement) would be integrated for 2 to 3 years (NCTM, 2018).

Relevance for Today and Tomorrow

Today, many high schools are following the same sequence of Algebra 1, Geometry, and Algebra II which was recommended in 1892 (NCTM, 2018). In what ways, does this mathematical sequence, which was created over a century ago, benefit stu dents of today and tomorrow? Mathematics pro vides the foundation for numerous careers includ ing STEM fields (NCTM, 2018). According to ACT (2016), less than half of high school students are ready for college - level mathematics work as measured by their ACT mathematics score; even though, the United States has an increase in Ad vanced Placement, (AP) participation rates in mathematics (NCTM, 2000; NCTM, 2018). Prepar ing students for tomorrow ’ s job is critical, “ although it is impossible to predict the jobs of to morrow (Wolfe 2013), it is clear that the twenty first century workforce will put a premium on stu dents who can combine a deep understanding of mathematics with procedural fluency and mathe matical practices and processes to solve problems that they have never seen before or that may not even exist today (NRC, 2012)” (NCTM, 2018, p. 1). Catalyzing Change in High School Mathematics: Initiating Critical Conversations is designed to open conversations and engage all stakeholders. NCTM provides next step actions for teachers, schools, and districts as well as next steps for poli cy makers, postsecondary educators and NCTM. These next steps include having critical conversa tions with stakeholders on needed changes for mathematics (NCTM, 2018). What is missing in the next steps of recommenda tions for all stakeholders? The next steps should also include the communication with employers and businesses for the necessary skills in mathe matics to be successful in today and tomorrow ’ s Catalyzing Change: Next Steps

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