Amid ongoing tensions between the Trump administration and Harvard University, the introduction of Harvard’s MA5 calculus course has ignited a debate over the institution’s academic rigor.
Despite having prior calculus experience, student Richardson described her experience in the class as challenging, expressing satisfaction with being pushed academically.
The course, which meets five times a week instead of the traditional four, has been publicly labeled by President Donald Trump and Education Secretary Linda McMahon as “remedial mathematics.”
In a statement made in the Oval Office, President Trump said, “Harvard announced two weeks ago that they’re going to teach remedial mathematics. Remedial, meaning they’re going to teach low grade mathematics like two plus two is four. How did these people get into Harvard if they can’t do basic mathematics?”
Richardson responded to the characterization of the MA5 course as remedial with laughter, clarifying that MA5 is essentially the same as the traditional MA course, merely having an additional day of instruction.
According to an online course description, MA5 specifically targets foundational skills in algebra, geometry, and quantitative reasoning, which are designed to help students succeed in Math MA.
The structure of homework, exams, and grading aligns closely with the traditional MA course, which has been part of Harvard’s curriculum for decades.
Furthermore, Harvard implemented MA5 as a response to learning losses caused by the pandemic, which highlighted gaps in students’ math knowledge, especially in early high school subjects.
Brendan Kelly, the director of introductory math at Harvard, expressed disbelief over the claims of the course being remedial, stating, “Thinking about how to explain addition to somebody is an expertise that your elementary school teachers… have.”
Only 20 students enrolled in MA5 this past academic year, indicating its niche status.
Kelly pointed out that all students in this class had declared majors requiring a solid calculus foundation, such as economics or biology.
He emphasized that the assertion suggesting the students in MA5 do not belong at Harvard is offensive.
“They 100 percent belong here,” Kelly asserted. “I love working with them. They’re going to go off and do great things and I know it.”
Chris Rasmussen, a mathematics professor at San Diego State University, clarified that remedial math typically consists of non-credit-bearing courses covering material below college algebra.
He affirmed that MA5 does not fit this definition, calling it a rigorous calculus course.
The controversy surrounding MA5 gained traction after a social media post by Marc Porter Magee, CEO of an educational nonprofit, labeled it as a remedial algebra course.
Magee later clarified that he did not intend to frame the conversation politically but aimed to provoke thought on the state of math education in America.
Conservatives have leveraged Magee’s characterization as evidence of declining academic standards at Harvard, accusing the university of lowering its admissions criteria in pursuit of ideological aims.
Matthew Garrett, writing for Campus Reform, expressed concern that the existence of such a course suggests a failure on Harvard’s part to maintain its educational standards.
Garrett dismissed claims of pandemic learning loss as an excuse for reviewing basic concepts and criticized the university’s decision to make standardized testing optional during the pandemic, linking it to a perceived decline in student readiness.
In response to the critiques, Lawrence Schall of the New England Commission of Higher Education defended Harvard’s academic integrity, confirming it retains high standards for admissions and education.
“The students getting into Harvard are doing the most rigorous academic work in the world,” Schall stated.
He believes the attacks on Harvard are part of a broader agenda against elite institutions.
The discussion surrounding the MA5 course reflects deeper societal debates about education quality, equity, and the impacts of recent historical events on learning outcomes.
As Harvard navigates these discussions, the institution continues to emphasize its commitment to supporting student education and addressing knowledge gaps.
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