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https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf https://equitablemath.org/wp-content/uploads/sites/2/2020/11... "This tool provides
by spangry 5y ago
https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf https://equitablemath.org/wp-content/uploads/sites/2/2020/11...
"This tool provides teachers an opportunity to examine their actions, beliefs, and values around teaching mathematics. The framework for deconstructing racism in mathematics offers essential characteristics of antiracist math educators and critical approaches to dismantling white supremacy in math classrooms by making visible the toxic characteristics of white supremacy culture (Jones and Okun 2001; dismantling Racism 2016) with respect to math. Building on the framework, teachers engage with critical praxis in order to shift their instructional beliefs and practices towards antiracist math education. By centering antiracism, we model how to be antiracist math educators with accountability."
- 4512124672456 5y agoThat still has nothing to do with alternative math, but teaching.
- Viliam1234 5y agoIt has nothing to do with math, full stop. Yet, math teachers are required to waste their time learning it.
- deleted 5y ago[deleted]
- fn-mote 5y agoOne could consider it a waste of time if it were demonstrated not to be effective improving the outcomes of learing math. Math teachers need to know (1) math; and (2) how to teach it. The argumet is that this falls into the second category. I am not claiming to have read any evidence that it is effective, or even that there is any. I do think this shallow dismissal is improper.
- Viliam1234 5y agoSo the burden of proof is on those who doubt that indoctrinating math teachers with critical race theory improves the teaching of math? That sounds a bit unfair, especially considering that anyone who would seriously try to provide such evidence would probably commit a career suicide, by being called a racist and cancelled.