Professors Push Program That Claims Math is Racist Because It Requires a Right Answer

Apparently being expected to give a right answer, rather than some drivel about intersectionality written in ebonics, is yet another aspect of White supremacy. At least that is what is being promoted by “A Pathway to Equitable Math Instruction,” a program developed by a number of professors from different universities, which seeks to “dismantle.. white supremacy culture in the mathematics classroom,” including the idea that mathematics is objective. The program claims to be “an integrated approach to mathematics that centers Black, Latinx, and Multilingual students,” providing “opportunities for ongoing self-reflection as they seek to develop an anti-racist math practice.” An anti-racist math practice… what the hell is that?

This program was promoted by an Oregon Department of Education newsletter from February, and we learn from Campus Reform that it is being supported by professors at a number of universities.

The “feedback advisors” for a portion of the program include William Zahner, who is an associate professor at San Diego State University; Melissa Navarro Martell, who is an assistant professor at San Diego State University, and Elvira Armas, who is the Director of Programs and Partnerships for the Center for Equity for English Learners at Loyola Marymount University in California.

These professors should all be publicly shamed by their students for being involved in a program that claims classical mathematics is White supremacy.

White supremacy culture infiltrates math classrooms in everyday teacher actions,” the guide states. “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 course is also introducing the concept of ethnomathematics, which is apparently supposed to teach young minds about how to become little Communist revolutionaries.

The course challenges teachers to “center ethnomathematics,” which includes recognizing how communities of color engage in mathematics and exposing students to “examples of people who have used math as resistance.”

The program incorporates the concepts and language of critical race theory, which has been spreading like the plague throughout education.

According to the project glossary, the authors cite critical race theorists like Ibram Kendi and Robin DiAngelo for definitions of terms like “Antiracist” and “Whiteness.” Throughout the document, teachers are encouraged to incorporate “antiracist” math education into their classrooms.

One of the most racist things about White supremacist math is that students are expected to give the correct answer. Whatever answer a non-White person gives should be the “right” answer!

Examples of “white supremacy culture” cited by the document include a focus on “getting the ‘right’ answer” and requiring students to show their work.

Campus Reform continues:

The authors of the program state that “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.”

The materials also instruct teachers to “Choose problems that have complex, competing, or multiple answers” so that students can come up with “at least two answers” in order to “challenge standardized test questions…”

It really is crazy how our modern world is even more Orwellian than Orwell had imagined! I bet Winston Smith never even considered that his insistence that 2+2=4 was actually an example of his White supremacy, before he was tortured in the Ministry of Love.

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