A “Powerful Way of Learning” - Teacher Perceptions about Alternative Math Courses for High School Seniors

Oct 15, 2026

Uploaded by Connor

Interviews with 20 California high school math teachers examine perceptions of alternative 12th-grade math courses for seniors, especially those college-bound students who previously struggled with math. Teachers report strong course effectiveness driven by project-based, student-centered instruction, shifting from algebra or calculus toward real-life problem solving in quantitative areas. Educators note improved student attitudes and confidence in advanced practices, with recommendations for STEM pathways. Findings connect these options to broader research emphasizing aligned content and skills for college and careers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Math teacher perceptions of alternative 12th-grade courses

Instructional approach and student learning

Student attitude and confidence

Policy changes shaping upper-level math options

Study purpose and interview methodology

Key takeaways: Equity, professional development, target population

A “Powerful Way of Learning”: Teacher Perceptions about Alternative Math Courses for High School Seniors By Kathy Reeves Bracco June 2021 “I can create opportunities for students to learn and discover things on their own, and that is a much more powerful way of learning for students when they come to a discovery on their own and they make sense ofit in their own way.” – High school math teacher Math instructors teaching alternative 12th-grade courses outside the “traditional” high school math curriculum were overwhelmingly positive in interviews about the effectiveness of the classes, particularly for students who are planning to attend college but have struggled with math prior to this class. Teachers said that the courses’ instructional approach, which is project-based and studentcentered, is a better way for students to learn and for instructors to teach. They described the shift in content—from algebra or calculus to real-life problem-solving in areas such as data science and finance, for example—as engaging for students and aligned with what most students need in order tobe successful in college and the workforce. Teachers also said that many students in these classes changed their attitudes about math, becoming more confident as they mastered upper-level mathematical practices associated with problem solving, teamwork, and independent thinking. For high school seniors who are planning to pursue a STEM field in college, teachers recommended the course as an elective (along with precalculus or calculus) to strengthen their mathematical reasoning. These findings reinforce existing research about the importance of providing students at both the high school and college level with alternatives to the traditional algebra-and calculus-based math pathways, with courses better aligned to student goals, and focused on content and skills that they will need to be successful in college and career (Burdman, 2018; Burdman et al. , 2018; Daro & Asturias, 2019; Dana Center Math Pathways, 2019) . The courses examined in this study provide additional options for college-bound students during their senior year. The potential impact of these courses is particularly important given the current landscape in California, where recent policy changes suggest growing recognition on the part of the education sectors of the value of math courses outside of the traditional calculus pathway (see box on page two) . This study is part of a larger project sponsored by The College Futures Foundation. The findings, takeaways, and questions in this brief are based on interviews by the Education Insights Center (EdInsights) with 20 high school math teachers from 20 different high schools in California. The study focused on high school instructors who had been teaching the new courses for at least three years. Additional research underway by a team at the California Education Lab at UC Davis examines 12th grade math enrollment statewide, including distribution of enrollment by key student characteristics. Future research will examine postsecondary outcomes for students who enrolled in these courses at sites for which data are available. A “Powerful Way of Learning”: Teacher Perceptions about Alternative Math Courses for High School Seniors EDUCATION INSIGHTS CENTER AT CALIFORNIA STATE UNIVERSITY, SACRAMENTO 1 Examples of Policy Changes Impacting Upper-Level High School Math A new policy adopted by the University of California (UC) in fall of 2020 allows for a broader range of courses that can satisfy the system’s math admissions requirements. Students can now take courses such as data science, statistics, computer science and other quantitative reasoning courses instead of courses like Algebra 2 and Precalculus to meet the system’s eligibility requirements (Johnson, 2020) . The California State University (CSU) is considering a change to its admissions policy that would require students take an additional quantitative reasoning course (

FAQs

What instructional approach do teachers describe for the alternative math courses?

Teachers highlight project-based, student-centered instruction that supports independent discovery and meaning-making. They describe it as an effective way for students to learn and for instructors to teach.

How do teachers say students’ attitudes toward math change in these courses?

Teachers report that many students become more confident as they master upper-level practices tied to problem solving, teamwork, and independent thinking.

Which policy changes are discussed as context for these course alternatives?

The brief describes University of California and California State University admissions policy changes, an executive order removing an intermediate algebra pre-requisite, and proposed California K–12 math framework updates expanding course options beyond traditional algebra-based pathways.

Oct 15, 2026

Uploaded by Connor