This summer, the city introduced “NYC Solves,” a new math curriculum for public schools designed to improve kids’ math scores by helping them overcome their supposed “fear of math” — which had already given us doubts.

And now comes the news that the Illustrative Math approach, a central component of “NYC Solves”, reduced Results in districts that used it last year.

Last week, South Queens School Superintendent Josephine Van Ess told parent leaders that the average pass rate at the 28 high schools that served as pilot projects for Illustrative Math had dropped from 59% the previous year to 45% last year.

She didn’t blame him all on the new curriculum, citing inadequate teacher training and other factors, including a 30% increase in the number of English language learners (including migrants) and a 5% increase in the number of students with disabilities.

Another part of the problem may be a lack of teacher involvement: many educators complain about having to stick to a rigid timetable and predetermined lessons.

But it is remarkable that the same group of students improved their collective performance in nine other State Regents exams (although these results may be skewed by the way the state Department of Education administers the all the Regents Tests).

And Illustrative Math has some really questionable approaches, such as requiring children to work in groups so that those who “get it” can explain it to their classmates – all with minimal guidance from the actual Teacher.

As expected, gifted students cope, but those who are below grade level (and therefore lack the required skills) become frustrated.

The idea is that classroom discussions will help students understand concepts in a way that is not possible through memorization and step-by-step instruction.

Hmm: That might be a good idea if the Teacher cannot teach, but is it really the “fear of math” that Schools Chancellor David Banks wants to combat here?

Indeed, while the Chancellor’s NYC Reads initiative restored the tried-and-true system of phonics instruction, NYC Solves (or at least Illustrative Math) appears to rely on new and questionable teaching methods. Methods — including again relying on children teaching other children.

Banks and Mayor Adams are confident that changing the math curriculum will help students succeed in the long run, but the early results are so unclear that no one can be sure.

Yet this year nearly all of the city’s 420 high schools (all but six or seven top specialized schools) are required to use Illustrative Math, up from just 265 last year.

Deborah Kross, president of the Citywide Council on High Schools, a parent-advisory council, is rightly concerned: “What bothers me is that there is only one year of results from a pilot project and it doesn’t look good,” she told the Post. “Instead of stopping and analyzing what isn’t working, we’re going to do it one more time.”

She certainly seems to be right about that.