The board postponed the Mathematics Curriculum Framework—a document guiding how teachers should implement the state’s math standards—during its July 13 meeting, following a letter signed by 468 higher educators and business leaders in the fields of science, mathematics, engineering, and technology.
“California is on the verge of politicizing K-12 math in a potentially disastrous way,” Independent Institute senior fellow Williamson M. Evers said in a July 13 statement.
Evers criticized the proposed Mathematics Curriculum Framework for including into the curriculum aspects of social justice, and racial equity.
“A real champion of equity and justice would want all California’s children to learn actual math—as in arithmetic, algebra, geometry, trigonometry and calculus—not an endless river of new pedagogical fads that effectively distort and displace actual math,” he said.
Evers pointed out that the standards may distract from actual mathematics by tasking students to solve “problems that result in social inequalities,” and developing their “sociopolitical consciousness.”
The framework “encourages focusing on ‘contributions that historically marginalized people have made to mathematics’ rather than on those contributions themselves which have been essential to the academic discipline of mathematics,” Evers said, citing the framework.
One of the signees of the open letter said:
“I consider myself a social justice warrior. Limiting access to advanced mathematics is not the way to address social inequity.
“We believe infusing mathematics with political rhetoric is alien to mathematics as a discipline, and will do lasting damage—including making math dramatically harder for students whose first language is not English.”
The board’s decision came nearly two months after the Instructional Quality Commission proposed necessary changes to the framework during its May 20 meeting.
“The math framework development timeline from 2019 is out of date and needs to be adjusted to allow for completion of edits directed by the Instructional Quality Commission,” California Department of Education spokesperson Scott Roark told The Epoch Times via email on June 15.
Educational equity policy groups Ed Trust-West and Californians Together have expressed support for the new math framework because it is “infused with the concepts of equity.”
“In short, the revisions present an important opportunity for [English learner] advocates to uplift equity throughout the public education system,” Ed Trust-West and Californians Together said in a statement.
“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.
Authors of the framework will incorporate requested changes and return it to the board for a vote in May 2022.
According to critical race theorists in the Canadian education system – for centuries people of the world have been going about their daily lives totally oblivious to a hidden terror in their midst. For the social justice activist educators, this evil has a name: Math.
Administrators in Ontario have decided it’s time to protect ‘vulnerable minorities’ from the scourge of mathematics. Their new ‘progressive’ curriculum claims to address historical use of math to “normalize racism” and “marginalization of non-Eurocentric knowledge.”
That’s not all. According to newly revised cultural Marxist consensus, Math is also no longer objective either.
The Toronto Sun reports on how Ontario’s new Grade 9 curriculum preaches the ‘subjective’ nature of mathematics…
ONTARIO – Changes to Ontario’s math curriculum announced last year by Education Minister Stephen Lecce will include a ‘subjective’ and ‘decolonial’ approach to mathematics, according to documents posted on the ministry’s website.
“Mathematics is often positioned as an objective and pure discipline,” reads a section of an online brief highlighting the ‘vision and goals’ of the updated curriculum.
“However, the content and the context in which it is taught, the mathematicians who are celebrated, and the importance that is placed upon mathematics by society are subjective.”
Math, it continues, has been “used to normalize racism and marginalization of non-Eurocentric mathematical knowledges,” and explains that taking a “decolonial” and “anti-racist approach” to teaching math will outline its “historical roots and social constructions” to students.
“The Ontario Grade 9 mathematics curriculum emphasizes the need to recognize and challenge systems of power and privilege, both inside and outside the classroom, in order to eliminate systemic barriers and to serve students belonging to groups that have been historically disadvantaged and underserved in mathematics education,” the brief continues.
Minister Lecce previously announced the new curriculum will bring early math streaming to an end, a practice he says created barriers for racialized and historically marginalized groups.
Teachers will be required to promote cross-curricular learning and human rights to create “anti-racist, anti-discriminatory learning environments.”
Continue this story The Toronto Sun