3 ms·

"The first document just says that teachers should be aware of the effect that the history of racism has on their students and how to actively counter these eff

"The first document just says that teachers should be aware of the effect that the history of racism has on their students and how to actively counter these effects. I really do not see how any of this is controversial." I don't see how anyone could read that document and come to that conclusion. "requiring perfectionism from your students is idiotic in a pedagogical setting." And what does that have to do with 'White Supremacy'? Where is your evidence that this is the nature of math teaching? Where is your evidence that something else would be materially more beneficial for students of colour? I'd would be interesting to see, but I think on the face of it it's kind of ridiculous. They need to provide some objective evidence of 'how math is racist' - and - how other, specific training methods are 'less racist' - or this document should be held up as ideological fantasy.

krastanov 5y ago
I partially answered in sibling comments, you asked about my qualification to make these claims and about proof of some the statements I made about methodologies: I have taught some of the introductory and some of the most advanced classes in Physics/Engineering/ML as an assistant at Yale and at MIT. The practices I discussed are standard operating procedure at these schools and have been for a while (without worries about racism even being much of a considerations, they are just good practices). These standard procedures are based on a few decades of pedagogical research. I have also prepared students for the International Physics Olympiad for multiple years. I am very involved in the education of young physicists with many great achievements. This is what I am basing my empirical observations on (including large amounts of anonymous feedback from students and results from standardized tests and competitions).

krastanov 5y ago

I partially answered in sibling comments, you asked about my qualification to make these claims and about proof of some the statements I made about methodologies: I have taught some of the introductory and some of the most advanced classes in Physics/Engineering/ML as an assistant at Yale and at MIT. The practices I discussed are standard operating procedure at these schools and have been for a while (without worries about racism even being much of a considerations, they are just good practices). These standard procedures are based on a few decades of pedagogical research. I have also prepared students for the International Physics Olympiad for multiple years. I am very involved in the education of young physicists with many great achievements. This is what I am basing my empirical observations on (including large amounts of anonymous feedback from students and results from standardized tests and competitions).