It's a complicated equation for some parents. Columbia Public Schools is under fire for miscommunication with parents about high school integrated math. Some parents say they want more openness to know the difference between the two programs. But what happens when the equation between a student and a math pathway doesn't equal out?

Before you can become a math maestro, you have to practice the basic skills. Opponents to the integrated program say it doesn't properly teach skill before the theory.

"I would almost compare it to learning how to play music. Suppose you practice your scales on the piano, and you learn pieces, and you memorize them. At the same time, this accumulation of skill gives you insight to the theory of the music," explained Michelle Pruitt from Parents for Real Math. "They are hand in hand, they can't be separated."

So, the major difference really comes down to process versus understanding. The traditional path teaches skills like multiplication and division. The integrated program teaches the "why" behind it. The work on paper looks much different.

For instance, a high school student in the traditional pathway is taught the steps to solving a problem. In the integrated program, emphasis is on why the steps are needed.

"Our goal is to prepare students to be the very best ready for whatever experiences they have after high school. To only have one option doesn't really allow students much opportunity to have different experiences," said Chip Sharp, Columbia Public Schools.

Carol Dehoyos' son is currently searching for a college. He took the integrated math pathway with a promise from counselors it would help him become an engineer, but he soon realized he was falling behind.

"It's really hard when a 16-year-old feels like he's been defeated when he's not even started. He's a senior, and he has taken a couple of ACT tests already," said Dehoyos, a concerned parent. "His math scores are below par. They are not where they should be, and they are definitely not where they should be for an engineer."

Parents are hoping for more information on the options for students, without a sales pitch.

"We'd like to see transparency and openness and communication about the choices that are available," said Pruitt.

"I believe in our CPS systems. I believe it's a good school system. That's one of the reasons why I stayed in Columbia. I believe they are excellent, but I believe they need to step back and take a look at this," said Dehoyos.

School administrators say they offer a "day-in-the-life" for students to experience both math programs along with "parent nights" to teach parents about the program.