This article written by the distinguished jurist, John H. Wilson, (ret.)
Being at the forefront of progressive politics, Seattle’s Public School system has introduced a new method for teaching mathematics. According to the website Parentology, “’Math Ethnic Studies’…is known colloquially as ‘Woke Math’… a reference to the plan’s intention to tie the subject of mathematics to social issues, history and critical thinking, among other disciplines.”
One enthusiastic supporter of this new system, Colin Seale, writes in Forbes magazine, that “(e)ven the student who is not a ‘math person’ can be compelled to care very deeply about underlying conceptual foundations of ratio and proportions when we apply it to the equity questions regarding the electoral college and the Founding Fathers’ grand compromise of giving every state equal representation in the United States Senate. Math through a social justice lens is still math…But making a meaningful connection to these topics by tapping into our students’ inherent sense of fairness and justice moves students closer to the crucial ‘why’ needed for a deep conceptual understanding of math.”
Other than the idea that the electoral college and equal representation are subjects best covered in either a Civics or Social Studies class, a holistic education sounds like a great idea. Ready to sign your child up? Not so fast – let’s review the underlying framework for the program published by the Seattle Public School system.
According to this Framework, “Mathematical theory and application is rooted in the ancient histories of people and empires of color… Power and oppression, as defined by ethnic studies, are the ways in which individuals and groups define mathematical knowledge so as to see ‘Western’ mathematics as the only legitimate expression of mathematical identity and intelligence. This definition of legitimacy is then used to disenfranchise people and communities of color. This erases the historical contributions of people and communities of color.”
Here are some of the questions math teachers are expected to examine with their students, beginning in kindergarten, and continuing through the 12th grade; “Where does Power and Oppression show up in our math experiences? Who gets to say if an answer is right? What is the process for verifying the truth? Can you recognize and name oppressive mathematical practices in your experience? Why/how does data-driven processes prevent liberation?” Pre-teen and Teen students are also encouraged to examine “How has math been used to resist and liberate people and communities of color from oppression? When has math been used historically to resist and liberate? How can we use data to resist and liberate? How can we use math to measure the impact of activism?”
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Rather than teach a 1st grader that 2 + 2 = 4, Seattle Public Schools encourage 7- and 8-year-olds to think outside that narrow box. “What does it mean to do math? How important is it to be Right? What is Right? Says Who?” In fact, the Framework does not accept the role of a teacher as the one conveying knowledge to a student. Instead, the student is expected to ask “Where does Power and Oppression show up in our math experiences? Who holds power in a mathematical classroom? Is there a place for power and authority in the math classroom? Who gets to say if an answer is right?”
But Seattle is not the only place where teachers will be discussing mathematical methods of resistance and liberation. “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… 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.”
Not to be outdone, in New York, a public high school principal in New York City distributed “a ranking list titled ‘The 8 White Identities,’ which ranges from ‘White Supremacist’ to ‘White Abolitionist’” to the parents of his students. “A (Department of Education) rep said in a statement, ‘Anti-racism and the celebration of diversity is at the core of our work on behalf of the young people of New York City, and the East Side Community School’s students, parents and staff partner together to advance equity in their community.’”
The study concludes tomorrow.
Illustration: Pixabay