4 ms·

I would like to see the specific textbooks in question here, but for anyone who doubts there are attempts to shove “CRT” or similar ideological issues into math

• upsidesinclude 4y ago
  Of course your comment is being blasted because you actually offer evidence. So many comments seem to question the veracity of the claim and dismiss it entirely as a political move when this is something that is being adopted and used to indoctrinate
  • rangersanger 4y ago
    Who’s blasting it? You’re the only reply. Edit: at the time of me writing the initial response.
  • xphilter 4y ago
    Did you actually read the sources? They don’t remotely support any claim of “crt brainwashing” or in-class materials are filled with “crt.”
• elicash 4y ago
  The non-binding guidelines in (1) were proposed, but did they go through? I don't know the answer to this and am curious. As far as (2), you can read the equitablemath.org worksheet here: https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf https://equitablemath.org/wp-content/uploads/sites/2/2020/11... It appears that you cut-off a quote. The full quote is: There is a greater focus on getting the "right" answer than understanding concepts and reasoning. You may still disagree with that! But just for the sake of addressing arguments fairly, worth not butchering what people are trying to communicate. It's a fair thing to argue that what matters is students understanding WHY something is right rather than just getting the answer correct.
  • jwond 4y ago
    What does that have to do with “white supremacy”?
    • elicash 4y ago
      I never argued that it did. I argued in favor of accuracy and honesty.
      • Beltalowda 4y ago
        If I didn't know any better I'd say that document was produced with the explicit intent just to troll people: 1) On one hand the worksheet offers pretty solid common-sense math education advice; 2) but also, it peppers this with very odd unsubstantiated claims and accusations of "racism" and "white supremacy" that make no sense at all. If you say "this is good math advice" then you're right, but if you say "this is piece of unsubstantiated nonsense" then you're also right. I'm annoyed that the stupid "getting the right answer is racist"-line keeps coming up, as you said I think accuracy is important. But I'm also annoyed at the authors of that paper for covering good math advice in such weird muddled stuff that's easily open to misinterpretation.
• llanowarelves 4y ago
  Thanks for sharing. I can provide dozens of such examples in teaching materials. It doesn't matter. Most HNers will say it's an exaggeration and move the goalpost wrt definitions. It's a massive waste of time. "Logic" and "rationality" loses to passion and costly social shaming every single time, especially in the social pseudosciences.
  • xphilter 4y ago
    Ok. Provide them. Full context as well, no cherry picking. Consider this me calling your bluff.
    • jgod 4y ago
      See my response to bawolff
      • moistly 4y ago
        You said “I can provide dozens of such examples in teaching materials.” You did not provide any teaching material examples.
  • tootallgavin 4y ago
    Wait until you try to convince someone that brown is not black.
  • bawolff 4y ago
    This is like a web3 discussion, where everyone talks about having many examples, but somehow none ever get posted.
    • llanowarelves 4y ago
      That's because it takes more effort and time than you're willing to engage with in good faith. Maybe I should bill you the $100-200/hr HN recommends. Anyway here is just the tip of the iceberg. -------- Let's start with the one mentioned by OP that targets teachers across multiple states (California, Oregon, ) https://equitablemath.org/ https://equitablemath.org/ "In an email sent out by the Oregon Department of Education, teachers were encouraged to enroll in a course called 'A Pathway to Equitable Math Instruction.' The course came with an 82-page instructional guide that lists the ways in which white supremacy is perpetuated in math class. 'White supremacy culture infiltrates math classrooms in everyday teacher actions,' the guide reads. 'Coupled with the beliefs that underlie these actions, they perpetuate educational harm on Black, Latinx, and multilingual students, denying them full access to the world of mathematics.' The guide offers a year-long framework for 'deconstructing racism in mathematics.' It calls for 'visibilizing [sic] the toxic characteristics of white supremacy culture with respect to math.' Examples of classroom actions that allegedly perpetuate white supremacy include asking students to show their work, focusing on getting the right answer, tracking student success, and grading students. " https://www.washingtontimes.com/news/2021/jun/6/is-mathematics-racist-california-could-blaze-pathw/ https://www.washingtontimes.com/news/2021/jun/6/is-mathemati... "California’s Instructional Quality Commission is considering introducing into classrooms across the state a modified version of “A Pathway to Equitable Math Instruction,” ---- ‘Decolonise’ maths by subtracting white male viewpoint, urges Durham University A new guide says professors must question themselves if they are citing work from ‘mostly white or male’ mathematicians https://archive.ph/O0Itb https://archive.ph/O0Itb “decolonising the mathematical curriculum means considering the cultural origins of the mathematical concepts, focusses, and notation we most commonly use.” “[T]he question of whether we have allowed Western mathematicians to dominate in our discipline is no less relevant than whether we have allowed western authors to dominate the field of literature. It may even be more important, if only because mathematics is rather more central to the advancement of science than is literature.” ---- Ontario Dept of Education Grade 9 Mathematics Curriculum: Math has Euro-centric, colonial, and racist (of course) roots and we have to teach students the history of that. And that Math can be subjective https://legalinsurrection.com/2021/07/ontario-math-is-subjective-and-used-to-normalize-racism-and-marginalization-of-non-eurocentric-mathematical-knowledges/ https://legalinsurrection.com/2021/07/ontario-math-is-subjec... "Changes to Ontario’s math curriculum announced last year by Education Minister Stephen Lecce will include a ‘subjective’ and ‘decolonial’ approach to mathematics, according to documents posted on the ministry’s website. 'Mathematics is often positioned as an objective and pure discipline,' reads a section of an online brief highlighting the ‘vision and goals’ of the updated curriculum. 'However, the content and the context in which it is taught, the mathematicians who are celebrated, and the importance that is placed upon mathematics by society are subjective.' Math, it continues, has been 'used to normalize racism and marginalization of non-Eurocentric mathematical knowledges,' and explains that taking a 'decolonial' and 'anti-racist approach' to teaching math will outline its 'historical roots and social constructions' to students." They removed some of that after people noticed and complained in large enough numbers. https://www.thestar.com/news/gta/2021/07/14/ontario-removes-anti-racism-text-from-math-curriculum-preamble.html https://www.thestar.com/news/gta/2021/07/14/ontario-removes-... It still says that as a math teacher it's your job to remove the thing stopping minorites from succeeding which obviously must be inequity, racism, and discrimation. "Research indicates that there are groups of students (for example, Indigenous students, Black students, students experiencing homelessness, students living in poverty, students with LGBTQ+ identities, and students with special education needs and disabilities) who continue to experience systemic barriers to accessing high-level instruction in and support with learning mathematics. Systemic barriers, such as racism, implicit bias, and other forms of discrimination, can result in inequitable academic and life outcomes, such as low confidence in one’s ability to learn mathematics, reduced rates of credit completion, and leaving the secondary school system prior to earning a diploma. Achieving equitable outcomes in mathematics for all students requires educators to be aware of and identify these barriers, as well as the ways in which they can overlap and intersect, which can compound their effect on student well-being, student success, and students’ experiences in the classroom and in the school. Educators must not only know about these barriers, they must work actively and with urgency to address and remove them." https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-mathematics/courses/mth1w/course-intro#vision-and-goals-of-the-grade-9-mathematics-course= https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-mathem... ---- Seattle Public Schools: Math is manipulated to allow inequality and oppress https://www.chicagotribune.com/lifestyles/sns-tns-bc-edu-math-racist-20191010-story.html https://www.chicagotribune.com/lifestyles/sns-tns-bc-edu-mat... "Is Seattle really teaching that "math is racist"? Why did parents start to see ideas for math lessons that go far beyond numbers and into questions of identity? These and other questions erupted on Twitter, shortly after Seattle Public Schools released a draft of new learning objectives that integrate ethnic studies into math" "In math, lessons are more theoretical. Seattle's recently released proposal includes questions like, "Where does Power and Oppression show up in our math experiences?" and "How is math manipulated to allow inequality and oppression to persist?"" ---- Chicago; Rise of "Teacher-Activists" https://www.chicagotribune.com/lifestyles/ct-life-teacher-activism-strike-tt-1025-20191026-cojomiy3obbqdkpghd3mg7iqvu-story.html https://www.chicagotribune.com/lifestyles/ct-life-teacher-ac... "“My form of teaching is grounded in social justice and critical thinking,” says Jessica Suarez Nieto, who teaches middle school math and social studies at a Southwest Side CPS school." "For Suarez Nieto, the act of becoming a teacher was a sort of social awakening. While still an undergrad, she became a part of the teacher activist group Teachers 4 Social Justice, which is part of a national group of similar teacher organizations around the country. Teacher activist groups, or TAGs, “create a space where teachers become more politicized than they maybe had been before,” says Maton, “where teachers are engaged in this political education that is happening behind the scenes.”" "Teachers, with their direct link to children and education, have often chosen to extend their reach to draw attention to social issues. " ---- Seattle; NAACP: Gifted programs are racist https://apnews.com/article/new-york-education-new-york-city-united-states-race-and-ethnicity-f8cbdb50edba9802fe9ad503cfe7d467 https://apnews.com/article/new-york-education-new-york-city-... "The changes don’t go far enough for critics like Rita Green, the education chair of the Seattle Chapter of the NAACP. She has called for more work to build environments that nurture the intellectual development of all the district’s 50,000 schoolchildren. “We want the program just abolished. Period. The Highly Capable Cohort program is fundamentally flawed, and it’s inherently racist,” Green said." ---- NYC; Mayor: Gifted programs are racist https://nypost.com/2021/10/28/schools-debate-gifted-and-talented-programs-racist/ https://nypost.com/2021/10/28/schools-debate-gifted-and-tale... https://www.nytimes.com/2021/10/13/us/the-end-of-gifted-programs.html https://www.nytimes.com/2021/10/13/us/the-end-of-gifted-prog... "A plan announced by New York City’s mayor to phase out elementary school gifted and talented programs in the country’s largest school district — if it proceeds — would be among the most significant developments yet in a push that extends from Boston to Seattle and that has stoked passions and pain over race, inequality and access to a decent education." --- California; Dept. of Education: Gifted programs are racist https://www.msn.com/en-us/money/careers/california-seeks-end-of-advanced-math-courses-in-name-of-social-justice/ar-BB1go8cd https://www.msn.com/en-us/money/careers/california-seeks-end... "The California Department of Education’s 2021 mathematics framework seeks to end accelerated math opportunities for gifted students due to racial disparities in 'gifted' math programs. 'In California in 2004-2014, 32% of Asian American students were in gifted programs, compared with 8% of White students, 4% of Black students, and 3% of Latinx students,' reads the text of the new framework." --- (Smithsonian): National Museum of African American History and Culture: Scientific Method, objective and rational thinking are forms of Whiteness thrust upon minorities https://www.thesun.co.uk/news/12142926/african-american-museum-whiteness-chart-protestant-values/ https://www.thesun.co.uk/news/12142926/african-american-muse...
• xphilter 4y ago
  So, if you apply some critical thought here, you might observe that the equitable math may be talking about the right answer in terms of the process. Not questioning whether 1+1=2 is wrong, but whether it make sense to test students on that or try to teach kids to get to 1+1=2. What do you think is better in a class room? The final answer or the process?
  • panda88888 4y ago
    I think both are important. One solution is to give credit for both the work (i.e. the process with which the student attempts to solve the problem) and the correct answer. This is because in real life the correct answer matters, and we should encourage students to be careful with their work to make sure it is correct. I would also encourage students to check their answer if it is simple (i.e. substitute 3 for x and see if the equation holds).
• hiq 4y ago
  The article is about Floria rejecting some maths textbooks without specifying which and why exactly: > Worth noting: The education department described the review process as "transparent," but did not name the rejected textbooks nor provide examples of passages that failed to meet the criteria. I'm not from the US, but I fail to see how Californian guidelines are relevant in that regard, however bad they might be.
• bawolff 4y ago
  Those aren't really examples. They are people talking about the topic but what is the actual change proposed that is related to CRT?