Ready for "ethno-mathematics" anyone?
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https://mynorthwest.com/2604518/ran...s-foundation-bankrolls-math-is-racist-lunacy/
Rantz: Bill and Melinda Gates Foundation bankrolls ‘math is racist’ lunacy
BY JASON RANTZ
FEBRUARY 19, 2021 AT 4:29 PM
Bill and Melinda Gates. (Getty Images)
The Bill and Melinda Gates Foundation is bankrolling a group of activists who believe math is racist.
A group of fringe educators have compiled a six-part toolkit offering an “integrated approach” to developing an “anti-racist math practice” viewed through a social justice lens. It chides the “concept of mathematics being purely objective” as “unequivocally false.” It argues focusing on the “right answer” to math equations is an example of white supremacy.
The toolkit A Pathway to Equitable Math Instruction is meant to help educators in grades 6-8. If your child’s educators subscribe to any of the beliefs in these texts, you should pull them immediately.
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Math is racist. Wrong answers are white supremacy
The toolkit focuses on the 2021 progressive buzzword of “equity” and claims white supremacy and mathematics go hand in hand.
The resources help educators rid their classrooms of the scourge of racist math by making their students dumber. For example, the lessons in Dismantling Racism in Mathematics Instruction warn educators that “white supremacy culture” shows up in the classroom when teachers “treat mistakes as problems by equating them with wrongness” because it “reinforces the ideas of perfectionism (that students shouldn’t make mistakes) and paternalism (teachers or other experts can and should correct mistakes).”
It doesn’t explain why this is white supremacist culture. It just says that it is.
A quick way to dismantle the white supremacist culture, according to the text, is to eliminate order in the classroom. The text argues, “requiring students to raise their hand before speaking can reinforce paternalism and powerhoarding, in addition to breaking the process of thinking, learning, and communicating.”
Instead, it recommends you teach math via “storytelling circles, incorporating dance, music, song, call and response, and other cultural ways of communicating.”
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To be an anti-racist math teacher, admit your racism
The toolkit explains that if you truly want to be an anti-racist math teacher, you must embrace your identity. And you’re likely a virulent racist. But it’s OK. The resources will guide you through the “emotionally difficult work of coaching for math equity.”
Prior to engaging in any instruction session with students, educators must do some soul searching. They are told to address their “underlying inherently racist beliefs and biases, positionality, and personal power within that positionality.”
Once completed, you’re on your way to challenging “the ways that math is used to uphold capitalist, imperialist, and racist views.”
“Often the emphasis is placed on learning math in the ‘real world,’ as if our classrooms are not a part of the real world,” the text reads. “This reinforces notions of either/or thinking because math is only seen as useful when it is in a particular context. However, this can result in using mathematics to uphold capitalist and imperialist ways of being and understandings of the world.”
To that end, teachers are instructed to: “Review all the ways that word problems and context show up in the curriculum. Limit or eliminate references to money, especially when transactional.”
No word on barter or redistributing other people’s wealth.
Math is different for students of color
A core belief of the toolkit is that students of color interpret and use math differently than white students. If you teach students of color the “right” way to do math, you are reinforcing white supremacy culture.
“It allows the defensiveness of Western mathematics to prevail, without addressing underlying causes of why certain groups of students are ‘underperforming,’ a characterization that should also be interrogated,” the text warns. “It also presupposes that ‘good’ math teaching is about a Eurocentric type of mathematics, devoid of cultural ways of being.”
Ironically, the text itself is wildly racist. It treats all minority students as somehow inferior to white students, claiming they’re not capable of understanding the correct way to learn math.
When it chides educators for “reinforcing objectivity and the idea that there is only one right way” to solve equations because it “dismisses students’ own ways of processing,” it presupposes that only non-white students would have this issue. That somehow other students can understand that way but only students of color are incapable. That line of thinking should be rejected.
Bill and Melinda Gates connection
It’s unclear why the Bill and Melinda Gates Foundation are bankrolling this kind of radical nonsense.
The Pathway‘s website thanks the Gates Foundation for “their generous financial support of this project.” No other nonprofit is listed for donations and they do not list the amount donated. But they have been active in promoting similar principles on math.
According to the Washington Free Beacon, the Gates Foundation gave nearly “$140 million to some of the groups behind Pathway, whose antiracist resources are the basis for a new teacher training course offered by the Oregon Department of Education.”
The Gates Foundation also gave tens of millions to The Education Trust, a proponent of the Pathways toolkit.
They did not respond to Free Beacon’s request for comment.
It’s already being taught in Seattle
In Seattle Public Schools, this concept was floated in late 2019 after a draft Ethnic Studies framework was released. But it’s already being taught in one classroom.
Shraddha Shirude is a second-year math teacher at Garfield High. And she is teaching an elective course for the 2020–21 school year: Ethnic Studies Math.
“You can see math everywhere in the world and in every interaction, whether that’s human … animal … plant … universe. But that’s not how we’re taught to look at it, and that’s how it’s used to oppress people,” she tells the South Seattle Emerald. “How is math used for oppression? The easiest way to look at it — which is a social justice math way of looking at it — is when you don’t teach a student how math can impact them in the real world, then you’re doing them a disservice, and therefore you’re oppressing their knowledge and understanding.”
She goes on to say: “Yet if you’re teaching them to understand and accept the world as it is, you risk harming and possibly re-oppressing them. Teaching them why it matters to them personally is how you actually support every student of every race in one lesson. You teach them to consider their identity and ask: ‘How can I make the world better?'”
Make sense?
The only thing I remember is you being an idiot. Your posts have no value.
Once again, you are the idiot. You simply cannot read. What a shame.
https://www.elitetrader.com/et/threads/ready-for-ethno-mathematics-anyone.356212/#post-5328372
My experience has been different. When I was 17 and crushing USAF radar school at Lowry AFB I was number one at the school. Academic number two was my best friend, a black kid from Brooklyn. He was sharp, urbane and open to friendship with a waspy white kid from LA.
I lived with a thai chick off base and he would come over after school and have a couple of beers, smoke pot and play backgammon. My thai girlfriend was so profoundly racist that she would hiss and spit a little when he was around. Once she slammed a door so hard I thought maybe she shot him.
It won't do to lump everyone into some absurd category based on pigmentation. It doesn't fit the reality that is out there. You clearly hate schvartzas. I'm not reading anymore of your posts.
I stated on average. There will be some African Americans who do reasonably well in math but not many.
Pigmentation really has nothing to do with it. Lots of people from India who are dark skinned do well in math.
The skinny - All humans originated in Africa. Some groups left Africa and went to - Europe - Asia. One particular group Sub - Saharan Africans, stayed in Africa.
Those that left Africa encountered challenging environmental conditions. These challenging environments genetically shaped the survivors. They acquired a different set of skills - example - long range planning.
This is a simplification but those that left Africa acquired a different gene set than those that stayed in Africa (Sub-Saharan Africans).
While the details are unknown it is a fact that those that left Africa are much better in math than those that stayed in Africa.
Pigmentation really has nothing to do with it. Lots of people from India who are dark skinned do well in math.
The skinny - All humans originated in Africa. Some groups left Africa and went to - Europe - Asia. One particular group Sub - Saharan Africans, stayed in Africa.
Those that left Africa encountered challenging environmental conditions. These challenging environments genetically shaped the survivors. They acquired a different set of skills - example - long range planning.
This is a simplification but those that left Africa acquired a different gene set than those that stayed in Africa (Sub-Saharan Africans).
While the details are unknown it is a fact that those that left Africa are much better in math than those that stayed in Africa.
Critical Race Theory is being embedded in math...
California educators battle over woke math
California educators are enmeshed in a debate over whether the traditional mathematics curriculum should be jettisoned in favor of a new method steeped in race and culture.
https://calmatters.org/commentary/2021/07/california-educators-math-curriculum-woke-students/
The modern world runs on mathematics.
From balancing a checkbook to calculating rocket trajectories, human beings rely on their ability to understand and use mathematical tools, and we expect our schools to develop those tools in their young charges.
But how and when?
For the past eight months, a philosophical war has raged in California education circles over a plan to sharply, even radically, change math instruction at all grade levels.
In January, the state Instructional Quality Commission released a draft “mathematics framework” that would shift instruction from the traditional, and somewhat linear, approach to one steeped in race and culture, or “woke” in contemporary parlance.
The draft declares that traditional math instruction, in which students progress from counting and simple arithmetic into geometry, algebra, trigonometry and eventually calculus as they advance through the grades, “has much to correct (because) the subject and community of mathematics has a history of exclusion and filtering, rather than inclusion and welcoming.”
“There persists a mentality that some people are ‘bad in math’ (or otherwise do not belong), and this mentality pervades many sources and at many levels,” the draft continues. “Girls and Black and Brown children, notably, represent groups that more often receive messages that they are not capable of high-level mathematics, compared to their White and male counterparts.”
To counter that perceived shortcoming, the proposal would have students of all inate abilities remain together well into high school, essentially eliminating acclerated moves into higher-level mathematics, such as calculus, by those who exhibit desire and aptitude.
Moreover, math instruction would be reoriented from the linear manipulation of numbers into a tool for social justice.
“Mathematics educators have an imperative to impart upon their students the argument that mathematics is a tool that can be used to both understand and change the world,” the draft declares.
The draft generated a backlash from advocates of traditional math, including an open letter signed by hundreds of academics.
“California is on the verge of politicizing K-12 math in a potentially disastrous way,” the letter declared. “Its proposed Mathematics Curriculum Framework is presented as a step toward social justice and racial equity, but its effect would be the opposite – to rob all Californians, especially the poorest and most vulnerable, who always suffer most when schools fail to teach their students. As textbooks and other teaching materials approved by the state would have to follow this framework and since teachers are expected to use it as a guide, its potential to steal a promising future from our children is enormous.”
Rather than reframe math in social justice terms, the critics contend, California should do a better job of teaching math skills that students will need in the real world, particularly students from disadvantaged backgrounds.
The conflict mirrors a previous dustup over an ethnic studies curriculum as well as the current nationwide debate over whether “critical race theory” should be taught in school or banned.
Advocates of the new curriculum are playing with the lives of millions of children and the state’s economic and societal future. Implicitly they are shifting blame for the state’s embarrassingly low scores in nationwide math achievement tests from themselves to the traditional way math has been taught.
How, then, do they explain why kids in other states and nations are thriving with traditional math? Can they prove that their proposal will improve real world outcomes, or are they just indulging their ideological fantasies?
California educators battle over woke math
California educators are enmeshed in a debate over whether the traditional mathematics curriculum should be jettisoned in favor of a new method steeped in race and culture.
https://calmatters.org/commentary/2021/07/california-educators-math-curriculum-woke-students/
The modern world runs on mathematics.
From balancing a checkbook to calculating rocket trajectories, human beings rely on their ability to understand and use mathematical tools, and we expect our schools to develop those tools in their young charges.
But how and when?
For the past eight months, a philosophical war has raged in California education circles over a plan to sharply, even radically, change math instruction at all grade levels.
In January, the state Instructional Quality Commission released a draft “mathematics framework” that would shift instruction from the traditional, and somewhat linear, approach to one steeped in race and culture, or “woke” in contemporary parlance.
The draft declares that traditional math instruction, in which students progress from counting and simple arithmetic into geometry, algebra, trigonometry and eventually calculus as they advance through the grades, “has much to correct (because) the subject and community of mathematics has a history of exclusion and filtering, rather than inclusion and welcoming.”
“There persists a mentality that some people are ‘bad in math’ (or otherwise do not belong), and this mentality pervades many sources and at many levels,” the draft continues. “Girls and Black and Brown children, notably, represent groups that more often receive messages that they are not capable of high-level mathematics, compared to their White and male counterparts.”
To counter that perceived shortcoming, the proposal would have students of all inate abilities remain together well into high school, essentially eliminating acclerated moves into higher-level mathematics, such as calculus, by those who exhibit desire and aptitude.
Moreover, math instruction would be reoriented from the linear manipulation of numbers into a tool for social justice.
“Mathematics educators have an imperative to impart upon their students the argument that mathematics is a tool that can be used to both understand and change the world,” the draft declares.
The draft generated a backlash from advocates of traditional math, including an open letter signed by hundreds of academics.
“California is on the verge of politicizing K-12 math in a potentially disastrous way,” the letter declared. “Its proposed Mathematics Curriculum Framework is presented as a step toward social justice and racial equity, but its effect would be the opposite – to rob all Californians, especially the poorest and most vulnerable, who always suffer most when schools fail to teach their students. As textbooks and other teaching materials approved by the state would have to follow this framework and since teachers are expected to use it as a guide, its potential to steal a promising future from our children is enormous.”
Rather than reframe math in social justice terms, the critics contend, California should do a better job of teaching math skills that students will need in the real world, particularly students from disadvantaged backgrounds.
The conflict mirrors a previous dustup over an ethnic studies curriculum as well as the current nationwide debate over whether “critical race theory” should be taught in school or banned.
Advocates of the new curriculum are playing with the lives of millions of children and the state’s economic and societal future. Implicitly they are shifting blame for the state’s embarrassingly low scores in nationwide math achievement tests from themselves to the traditional way math has been taught.
How, then, do they explain why kids in other states and nations are thriving with traditional math? Can they prove that their proposal will improve real world outcomes, or are they just indulging their ideological fantasies?
Must have been a great piece of ass to put up with her racism against your friend... ahh what we do for a nice (_/_)