Leftist loons at the Oregon Department of Education feel that math is “racist” because it demands “right answers.”
The department’s recent newsletter promoted an online course intended to “dismantle” instances of ““white supremacy culture in the mathematics classroom.” As an example, the course claims that “the concept of mathematics being purely objective.” This, they say, is “unequivocally false.”
Because math, they feel, is fungible. They say math as racist if two plus two is four. But, their math is not racist because there are no true answers, apparently.
Per Campus Reform:
The program, known as “A Pathway to Equitable Math Instruction,” describes itself as “an integrated approach to mathematics that centers Black, Latinx, and Multilingual students” that provides “opportunities for ongoing self-reflection as they seek to develop an anti-racist math practice.”
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.
“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 newsletter pitched the program to educators “looking for a deeper dive into equity work,” offering to teach “key tools for engagement, develop strategies to improve equitable outcomes for Black, Latinx, and multilingual students, and join communities of practice.”
The Oregon Department of Communications Director of Communications, Marc Siegel, told Campus Reform that math instruction should be built on an “equitable foundation.”
“Building math instruction on an equitable foundation can better ensure all our students have a pathway to success in math,” Siegel said.
Examples of “white supremacy culture” cited by the document include a focus on “getting the ‘right’ answer” and requiring students to show their work.
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