It is hard for me to imagine anything that white surpremacists could do to permanently impoverish African-Americans than some of the things the woke are supporting. Case in point is this story from Oregon :
The Oregon Department of Education (ODE) recently encouraged teachers to register for training that encourages “ethnomathematics” and argues, among other things, that White supremacy manifests itself in the focus on finding the right answer.
An ODE newsletter sent last week advertises a Feb. 21 “Pathway to Math Equity Micro-Course,” which is designed for middle school teachers to make use of a toolkit for “dismantling racism in mathematics.” The event website identifies the event as a partnership between California’s San Mateo County Office of Education, The Education Trust-West and others.
Part of the toolkit includes a list of ways “white supremacy culture” allegedly “infiltrates math classrooms.” Those include “the focus is on getting the ‘right’ answer,” students being “required to ‘show their work,'” and other alleged manifestations.
“The concept of mathematics being purely objective is unequivocally false, and teaching it is even much less so,” the document for the “Equitable Math” toolkit reads. “Upholding the idea that there are always right and wrong answers perpetuate objectivity as well as fear of open conflict.”
And the link at the word “toolkit” leads to the document that describes the ways mathematics instruction is racist.
On page 7, we see:
DISMANTLING WHITE SUPREMACY IN MATH CLASSROOMS
We see white supremacy culture show up in the mathematics classroom even as we carry out our professional responsibilities outlined in the California Standards for the Teaching Profession (CSTP). Using CSTP as a framework, we see white supremacy culture in the mathematics classroom can show up when:
|• The focus is on getting the “right” answer.
• Independent practice is valued over teamwork or collaboration.
• “Real-world math” is valued over math in the real world.
• Students are tracked (into courses/pathways and within the classroom).
• Participation structures reinforce dominant ways of being.
On page 66, we have:
White supremacy culture shows up in math classrooms when…
The focus is on getting the “right” answer.
The concept of mathematics being purely objective is unequivocally false, and teaching it is even much less so. Upholding the idea that there are always right and wrong answers perpetuate objectivity as well as fear of open conflict.
Choose problems that have complex, competing, or multiple answers.
• Verbal Example: Come up with at least two answers that might solve this problem.
• Classroom Activity: Challenge standardized test questions by getting the “right” answer, but justify other answers by unpacking the assumptions that are made in the problem.
• Classroom Activity: Deconstructed Multiple Choice – given a set of multiple choice answers, students discuss why these answers may have been included (can also be used to highlight common mistakes).
• Professional Development: Study the purpose of math education, and re-envision it. Schooling as we know it began during the industrial revolution, when precision and accuracy were highly valued. What are the myriad ways we can conceptualize mathematics in today’s world and beyond?
Engage with true problem solving.
• Verbal Example: What are some strategies we can use to engage with this problem?
• Classroom Activity: Using a set of data, analyze it in multiple ways to draw different conclusions.
• Professional Development: Study the art of problem solving by engaging in rich, complex mathematical problems. Consider whether your own content knowledge is sufficient to allow you to problem solve through math without the strategies you typically use
Somehow, I can’t see this working when you’re running fourth-graders through a sheet of long division problems.