High Schools should not require high-level math courses

I will address each of Con's arguments in turn and then give some final supporting arguments. Con challenges me to prove that "The concepts taught in Geometry, Algebra II, or beyond are not useful and applicable to the life of anyone functioning properly within the United States." This is my opponent's challenge and I do not have an obligation to meet it, only the resolution that high schools should not require high-level math courses. While I will do my best to prove why those that opt-out of these classes will not need the concepts, I want to make this clear. Argument #1: I concede that the hardest mathematical concepts in Algebra I are more complicated and difficult than the simplest concepts in Geometry. However, the geometrical concepts that are needed for everyday life are covered in more than enough detail in 8th grade math in the US [1]. Angles, pythagorean theorem, volume of multiple 3D shapes, and more are covered in the curriculum. The expression "at x o'clock" can be understood without even knowing the geometry in 8th grade. All anyone needs is to know how to read clocks. All of these things, having to do with perimeter and area are adequately covered in middle school. I agree that algebra I concepts are probably less useful than geometry concepts, but I do not need to show the ideal order for math to be learned, or whether Algebra I should be taught. The only thing I need to show to win the debate is the concepts taught in my definition of high-level math classes should not be required. I am not arguing whether algebra I concepts should be required as opposed to geometry. This argument so far is inadequate to show that geometry has enough general utility to warrant being a required class. Again, there is a cost to having required classes that do not teach useful things to all students. Geometry is difficult for students without high spacial awareness (e.g. students that are right brain dominant [2]), and it takes up time, both time spent in the class period and doing homework. Argument #2: Many of my original points relate to this very thing, that high-level math classes are career dependent, and that only students that will have majors that need these concepts need the class. Only about 23% of students in college in 1996 were taking a STEM major [3]. This is outdated information, but it is still relevant. I also am of the opinion that the most complex lessons in Algebra I are also unnecessary for the average student, but that is not something that needs to be debated about. As I have said in my refutation of Argument #1, I only need to show my resolution. Con argues that I need to prove something about the most complex lessons in Algebra I, but I do not. The requirements for universities are something that can be adjusted to assuming this is a change that occurs in most states across the US. In the context of high schools not requiring higher math classes, non-STEM majors will most likely not require applicants to know concepts that are not mandatory in high school. I refute Con's claim that Algebra II deals more with practical usages than Algebra I. None of my opponent's references support this idea and I cannot find anything that supports this idea as well. As for your next argument, math will not be difficult for those with the talent, and those students can take math optionally as an elective. It is, however, difficult for those without the talent, and I contend that they do not need it for their job or everyday life. I admit my mistake in not clarifying this in the first or second rounds, but I am assuming that majors unrelated to math should also lower math standards. That is not to say that these majors should not require any math classes in order to graduate with a degree in those majors, but they should focus on more general math knowledge that relates to life or parts of the major. College will have a better idea of what students need than high school due to the fact that students in college are pursuing a specific field of knowledge. I want to re-iterate one point from my opening argument. The two ways high school achieves the goal to prepare students for college is to A. Prepare students to choose a line of work and B. Teach general knowledge that will be useful to most students. I argue that higher level math classes do not fulfill either of these criteria. A, because students have already been exposed to math more than enough in middle school. B, because of the many reasons I have already given. If you can prove that at least one of these things is fulfilled to a large degree, by high-level math classes, then I will admit my defeat. I will finalize with this. My opponent thinks that I am arguing that all the math concepts that are not high-level by my definition should be required, and anything more advanced not required. I contend that the high-level math concepts should not be required learning in high school to graduate, but not that lower concepts should be required. Forgive me if I am being redundant in stating this repeatedly, but it is something that needs to be understood. References: 1. http://www.corestandards.org... 2. http://www.dyslexiavictoriaonline.com... 3. http://trends.collegeboard.org...