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An essential voice in the debate over how math should be taught is getting louder. The students themselves are increasingly being invited to participate in shaping the future of mathematics instruction. We should all be listening to their candid advice.

North Carolina schools enroll students in higher-level math courses based on their previous grades or test scores. Under a 2018 law, high-performing students are automatically placed into advanced courses the following year. Even before that, the state of Washington piloted an automatic-enrollment program that saw large-percentage increases of students of color taking advanced courses in math...

The education gap for neurodiverse students is less likely to be studied or acted on, experts say, which does a disservice not only to the students who would directly benefit from more equitable access to higher math, but also to the neurotypical children who are learning alongside them. 

The conversation over math policy leaks appearing in the media deserves more information. We have found that then-private information about nonactionable decisions—including selective mentions of specific data science courses was shared anonymously with news organizations.

In debates over California’s recently approved math framework, we saw how misleading narratives can feed hysteria, harm public discussion, and interfere with the goal of improving math learning. And they can find their way unchecked into mainstream news.