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It's notable that proposals for racial equity listed in their Strides never mention that Asians even exist. https://equitablemath.org/wp-content/uploads/sites/

• dragonwriter 5y ago
  > It's notable that proposals for racial equity listed in their Strides never mention that Asians even exist. So? It doesn’t purport to enumerate groups that exist, it identifies groups for which it contends structural barriers in pre-existing approaches for which corrective measures are proposed. And those groups identified overlap Asians, though Asians qua Asians aren’t among them (the groups are Black, Latinx, and multilingual students.) But since you raise that document, on the more substantive hand, it’s notable that a standard conservative complaint about common teaching methods allegedly encountered under “Common Core” standards (which is not a feature of the standards themselves) is present as one of the features of “white supremacy” in teaching against which the document is directed. ---[quote]--- White supremacy culture shows up in math classrooms when... Students are required to “show their work” in standardized, prescribed ways. Math teachers ask students to show work so that teachers know what students are thinking, but that can center the teacher’s need to understand rather than student learning. Teachers should seek to understand individual student perspectives and focus on students showing their work in ways that help students learn how to process information. [...] The point should be to have a dialogue about their process and their learning, not require every student to follow the exact same path to the right answer. The child of immigrants might have learned a different way to solve a problem because that’s how their parents were taught where they grew up. If we just tell that student their way is the wrong way, we risk turning them off to math for life. If we take the opportunity to explore why there are different ways to approach the same problem, it can be a learning moment for the entire class. ---[end quote]---
  • threatofrain 5y ago
    Curation and what you leave out speaks volumes. Apparently, in all their listed Strides, zero mention is just right. Asians are about 14.6% of California. Leading with > So? It doesn’t purport to enumerate groups that exist, it identifies groups for which it contends structural barriers in pre-existing approaches for which corrective measures are proposed. And those groups identified overlap Asians, though Asians qua Asians aren’t among them (the groups are Black, Latinx, and multilingual students.) ...is cold comfort. > But since you raise that document, on the more substantive hand, it’s notable that a standard conservative complaint about common teaching methods allegedly encountered under “Common Core” standards (which is not a feature of the standards themselves) is present as one of the features of “white supremacy” in teaching against which the document is directed. And what is this about American conservatism? I'm talking about whether Asians should go completely unmentioned in a policy document on racial equity for Californian math pedagogy. And Asians are not necessarily US conservatives, especially with respect to funding public education.
    • dragonwriter 5y ago
      > And what is this about American conservatism? An expressly marked tangent addressing an interesting (to me) feature of the document you introduced, after I addressed the silliness of your complaint. > I'm talking about whether Asians should go completely unmentioned in a policy document on racial equity for Californian math pedagogy. Its not a catalog of races (nor is it about “race” in the narrow sense.) Its about solutions to concretely observed group disadvantages produced by status quo approaches. If you think it overlooks equally severe disadvantages faced by Asian students (or Irish, or mixed-religious-background) students as it addresses for Black, Latinx, and multilingual students, then, please, present your argument.