<p>There was an article I couldn’t find but had been looking for when I found those, that indicated math professors were concerned that students are now cramming a lot more math courses under their highschool belt, but are actually ended up less prepared because their knowledge is not as deep and internalized (but merely exposed to a more surface level survey understanding of more topics). </p>
<p>It made me wonder about this trade off I hadn’t thought about before. For some students, of course, more would be better. But it could be for many (most?) student, they would actually become more prepared for college math by spending more time on topics, and sinking into them at a deeper and more fundamental level of real understanding, than covering quickly a lot of material memorized for the test. It is an interesting issue.</p>