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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 equit
by elicash 5y 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 5y agoWhat does that have to do with “white supremacy”?
- elicash 5y agoI never argued that it did. I argued in favor of accuracy and honesty.
- Beltalowda 5y agoIf 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.