Chris Bolognese
Columbus Academy
Title
Solving the Wrong Equation
Abstract
How well do traditional K–12 math pathways prepare incoming college students for modern STEM disciplines? This seminar examines the divergence between workforce needs, traditional standardized testing, and international benchmarks for mathematical literacy. Drawing on findings from Data Science 4 Everyone (DS4E), we will explore the national state of the K–12 data science movement, analyze sample assessment items to contrast procedural mastery with genuine quantitative reasoning, and discuss the pivotal role university STEM faculty play in validating modern mathematical pathways.
