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California's new educational guidelines say math is racist - The "color-blind" approach, they write, "allows such systemic inequities to continue."
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Ubiquitous
Nov 30, 2021, 4:38:20 AM11/30/21
to
California is set to adopt new math teaching principles that are based
in critical race theory. These changes, which include deemphasizing
calculus and pulling programs for academically gifted students, will
"apply social justice principles to math lessons."
These guidelines do not instruct educators to teach critical race
theory, but rather use critical race theory as a guide for the
formation of teaching principles. Critical race theory is not being
taught to students, but taught to teachers, who are then meant to use
it to formulate their own practices.
The goal of the new math framework is "to maintain rigor while also
helping remedy California's achievement gaps" for black, Latino, and
poor students. the reason for the changes is that California students
are falling behind in math.
"We were transforming math education, and change is hard and scary,"
Rebecca Pariso, a math teacher at Hueneme Elementary School District
told the San Francisco Standard. "Especially if you don’t understand
why that change needs to occur. But I didn’t expect it to go this far."
The inspiration for these new guidelines came from San Francisco
educational standards.
In the new guidelines, which will up for consideration prior to their
potential adoption in July, reading in Chapter 2, "Teaching for Equity
and Engagement," reads that "Cultural relevance is important for
learning and also for expanding a collective sense of what mathematical
communities look and sound like to reflect California’s diverse
history."
It goes on to slam mathematics for, "over the years," having "developed
in a way that has excluded many students."
Pariso said "There’s a huge problem with math instruction right now.
The way things are set up, it’s not giving everybody a chance to learn
math at the highest levels."
"Because of these inequities, teachers need to work consciously to
counter racialized or gendered ideas about mathematics achievement,"
they write.
As regards the claim that "avoiding aspects of race, culture, gender,
or other characteristics as they teach mathematics" is actually
equitable, the guidelines state that "the evolution of mathematics in
educational settings has resulted in dramatic inequities for students
of color, girls, and students from low income homes."
In part, the reason they believe that it inequitable is because those
the instruction heretofore received by those students doesn't
"appropriately leverages students’ diverse knowledge bases, identities,
and experiences for both learning and developing a sense of belonging
to mathematics."
The "color-blind" approach, they write, "allows such systemic
inequities to continue." As such, the guidance as to how to teach for
"equity and engagement" includes examples" to help educators utilize
and value students’ identities, assets, and cultural resources to
support learning and ensure access to high achievement for all students
in California—particularly English learners, who are linguistically and
culturally diverse, and those who have been disenfranchised by systemic
inequities."
In Chapter 4 of the guidelines, it is revealed that the "Math Language
Routines, developed by Understanding Language at the Stanford Center
for Assessment, Learning, and Equity," are part of the basis for this
new initiative. The Graduate School of Education at Stanford University
put together this "framework" with the intention of helping "teachers
address the specialized academic language demands in math when planning
and delivering lessons, including the demands of reading, writing,
speaking, listening, conversing, and representing in math."
They write that "while the framework can and should be used to support
all students learning mathematics, it is particularly well-suited to
meet the needs of linguistically and culturally diverse students who
are simultaneously learning mathematics while acquiring English."
However, in California, the guidelines would be applied across the
board, regardless of English language proficiency.
In a glossary of primarily mathematical terms, the new guidelines
define Equity as "fairness in education rather than sameness." They
write that "equity includes four dimensions in mathematics education:
(1) Access to tangible resources; (2) Participation in quality
mathematics classes and success in them; (3) Student identity
development in mathematics; and (4) Attention to relations of power."
As for the relevance of culture in teaching math, "Linguistically and
culturally diverse students" are defined as "A heterogeneous group of
learners that includes students learning in Dual Language contexts,
students who are multilingual, and students who have typically been
labeled as English learners. These are students for whom language,
culture, and literacy are valuable assets."
The new guidelines also suggest that grading is not an appropriate way
to judge math proficiency. "Mastery based grading," they write,
"describes a form of grading that focuses on mastery of ideas, rather
than points or scores. It communicates the mathematics students are
learning, and students receive feedback on the mathematics they have
learned or are learning, rather than a score. This helps students view
their learning as a process that they can improve on over time, rather
than a score or a grade that they often perceive as a measure of their
worth."
There has been pushback against the new guidelines, most notably from
STEM professionals. A UC Irvine mathematics professor, Svetlana
Jitomirskaya, said that the guidelines authors neglected to consult
STEM experts who have a better understanding of the progression of math
education and how concepts build upon previous lessons.
"The process should have definitely involved STEM faculty from top CA
universities with direct knowledge of what is needed for success as
STEM majors," she told the San Francisco Standard, "It is absurd this
was not done."
Others, the Standard reports, "say the framework would hurt
historically marginalized students the most by injecting too many
social justice related topics that distract from the math."
Parents, too, have pushed back against the new guidelines' plan to get
rid of the concept of natural talent in mathematics and accelerated
math programs for those gifted learners. This is a controversy in many
major metropolitan cities in the US. New York is among those cities
looking to do away with programs for advanced learners.
Parents in California are also not on board. Avery Wang of Palo Alto
questioned the plan, saying "Holding back high achievers makes them
achieve more? That’s exactly the same philosophy that’s being promoted
in the math framework."
As to making math "relatable," parent Michael Malione of Piedmont City
said that "They're changing math to make it math appreciation. A part
of math is learning things that are not authentic to life."
This doesn't benefit marginalized students, they argue, instead it
teaches them something that is not math. If the goal is to help
students achieve in math, it is questionable to believe that
implementing a curriculum that contains less math, and instead
discusses more reasons that it is hard to succeed in math, would
actually give students more access to achievement.
The pushback is resulting in further drafts from those seeking to
overhaul the curriculum for all learners. The critique has already
resulted in the guidelines' authors removing references to "A Pathway
to Equitable Math Instruction," which posits that math upholds white
supremacy and that numbers are racist.
We’re independent and can’t be cancelled. The establishment media is
increasingly dedicated to divisive cancel culture, corporate wokeism,
and political correctness, all while covering up corruption from the
corridors of power. The need for fact-based journalism and thoughtful
analysis has never been greater. When you support The Post Millennial,
you support freedom of the press at a time when it's under direct
attack.
--
Let's go Brandon!
in critical race theory. These changes, which include deemphasizing
calculus and pulling programs for academically gifted students, will
"apply social justice principles to math lessons."
These guidelines do not instruct educators to teach critical race
theory, but rather use critical race theory as a guide for the
formation of teaching principles. Critical race theory is not being
taught to students, but taught to teachers, who are then meant to use
it to formulate their own practices.
The goal of the new math framework is "to maintain rigor while also
helping remedy California's achievement gaps" for black, Latino, and
poor students. the reason for the changes is that California students
are falling behind in math.
"We were transforming math education, and change is hard and scary,"
Rebecca Pariso, a math teacher at Hueneme Elementary School District
told the San Francisco Standard. "Especially if you don’t understand
why that change needs to occur. But I didn’t expect it to go this far."
The inspiration for these new guidelines came from San Francisco
educational standards.
In the new guidelines, which will up for consideration prior to their
potential adoption in July, reading in Chapter 2, "Teaching for Equity
and Engagement," reads that "Cultural relevance is important for
learning and also for expanding a collective sense of what mathematical
communities look and sound like to reflect California’s diverse
history."
It goes on to slam mathematics for, "over the years," having "developed
in a way that has excluded many students."
Pariso said "There’s a huge problem with math instruction right now.
The way things are set up, it’s not giving everybody a chance to learn
math at the highest levels."
"Because of these inequities, teachers need to work consciously to
counter racialized or gendered ideas about mathematics achievement,"
they write.
As regards the claim that "avoiding aspects of race, culture, gender,
or other characteristics as they teach mathematics" is actually
equitable, the guidelines state that "the evolution of mathematics in
educational settings has resulted in dramatic inequities for students
of color, girls, and students from low income homes."
In part, the reason they believe that it inequitable is because those
the instruction heretofore received by those students doesn't
"appropriately leverages students’ diverse knowledge bases, identities,
and experiences for both learning and developing a sense of belonging
to mathematics."
The "color-blind" approach, they write, "allows such systemic
inequities to continue." As such, the guidance as to how to teach for
"equity and engagement" includes examples" to help educators utilize
and value students’ identities, assets, and cultural resources to
support learning and ensure access to high achievement for all students
in California—particularly English learners, who are linguistically and
culturally diverse, and those who have been disenfranchised by systemic
inequities."
In Chapter 4 of the guidelines, it is revealed that the "Math Language
Routines, developed by Understanding Language at the Stanford Center
for Assessment, Learning, and Equity," are part of the basis for this
new initiative. The Graduate School of Education at Stanford University
put together this "framework" with the intention of helping "teachers
address the specialized academic language demands in math when planning
and delivering lessons, including the demands of reading, writing,
speaking, listening, conversing, and representing in math."
They write that "while the framework can and should be used to support
all students learning mathematics, it is particularly well-suited to
meet the needs of linguistically and culturally diverse students who
are simultaneously learning mathematics while acquiring English."
However, in California, the guidelines would be applied across the
board, regardless of English language proficiency.
In a glossary of primarily mathematical terms, the new guidelines
define Equity as "fairness in education rather than sameness." They
write that "equity includes four dimensions in mathematics education:
(1) Access to tangible resources; (2) Participation in quality
mathematics classes and success in them; (3) Student identity
development in mathematics; and (4) Attention to relations of power."
As for the relevance of culture in teaching math, "Linguistically and
culturally diverse students" are defined as "A heterogeneous group of
learners that includes students learning in Dual Language contexts,
students who are multilingual, and students who have typically been
labeled as English learners. These are students for whom language,
culture, and literacy are valuable assets."
The new guidelines also suggest that grading is not an appropriate way
to judge math proficiency. "Mastery based grading," they write,
"describes a form of grading that focuses on mastery of ideas, rather
than points or scores. It communicates the mathematics students are
learning, and students receive feedback on the mathematics they have
learned or are learning, rather than a score. This helps students view
their learning as a process that they can improve on over time, rather
than a score or a grade that they often perceive as a measure of their
worth."
There has been pushback against the new guidelines, most notably from
STEM professionals. A UC Irvine mathematics professor, Svetlana
Jitomirskaya, said that the guidelines authors neglected to consult
STEM experts who have a better understanding of the progression of math
education and how concepts build upon previous lessons.
"The process should have definitely involved STEM faculty from top CA
universities with direct knowledge of what is needed for success as
STEM majors," she told the San Francisco Standard, "It is absurd this
was not done."
Others, the Standard reports, "say the framework would hurt
historically marginalized students the most by injecting too many
social justice related topics that distract from the math."
Parents, too, have pushed back against the new guidelines' plan to get
rid of the concept of natural talent in mathematics and accelerated
math programs for those gifted learners. This is a controversy in many
major metropolitan cities in the US. New York is among those cities
looking to do away with programs for advanced learners.
Parents in California are also not on board. Avery Wang of Palo Alto
questioned the plan, saying "Holding back high achievers makes them
achieve more? That’s exactly the same philosophy that’s being promoted
in the math framework."
As to making math "relatable," parent Michael Malione of Piedmont City
said that "They're changing math to make it math appreciation. A part
of math is learning things that are not authentic to life."
This doesn't benefit marginalized students, they argue, instead it
teaches them something that is not math. If the goal is to help
students achieve in math, it is questionable to believe that
implementing a curriculum that contains less math, and instead
discusses more reasons that it is hard to succeed in math, would
actually give students more access to achievement.
The pushback is resulting in further drafts from those seeking to
overhaul the curriculum for all learners. The critique has already
resulted in the guidelines' authors removing references to "A Pathway
to Equitable Math Instruction," which posits that math upholds white
supremacy and that numbers are racist.
We’re independent and can’t be cancelled. The establishment media is
increasingly dedicated to divisive cancel culture, corporate wokeism,
and political correctness, all while covering up corruption from the
corridors of power. The need for fact-based journalism and thoughtful
analysis has never been greater. When you support The Post Millennial,
you support freedom of the press at a time when it's under direct
attack.
--
Let's go Brandon!
BeamMeUpScotty
Nov 30, 2021, 11:08:41 AM11/30/21
to
On 11/29/21 9:05 PM, Ubiquitous wrote:
> California is set to adopt new math teaching principles that are based
> in critical race theory. These changes, which include deemphasizing
> calculus and pulling programs for academically gifted students, will
> "apply social justice principles to math lessons."
But what do they teach other students who can't learn the way the
> California is set to adopt new math teaching principles that are based
> in critical race theory. These changes, which include deemphasizing
> calculus and pulling programs for academically gifted students, will
> "apply social justice principles to math lessons."
Critical Race Theory lessons teach it?
It's racist to teach the NON blacks in a way that they don't learn it.
Does this mean that Critical Race Theory is going to have to support
*SEPARATE BUT EQUAL* which the Democrat Supreme courts said was a
violation of the Constitution? That means that the CRT supporters want
to go back to the 1940's and 50's?
>
> These guidelines do not instruct educators to teach critical race
> theory, but rather use critical race theory as a guide for the
> formation of teaching principles. Critical race theory is not being
> taught to students, but taught to teachers, who are then meant to use
> it to formulate their own practices.
and is child abuse.
>
> The goal of the new math framework is "to maintain rigor while also
> helping remedy California's achievement gaps" for black, Latino, and
> poor students. the reason for the changes is that California students
> are falling behind in math.
they saying that Black and Latino culture seeks out poverty as a way of
life? And why would a poor kid NOT be able to learn math and then there
is the fact that in the past, we had classes for children who didn't
excel in MATH and SCIENCE until Democrats wanted force them all to go to
college to be the same.
Those classes were called TRADE SCHOOL where kids learned a trade and a
skill rather than how to fill out a Sociology study funding request to
get a GOVERNMENT GRANT.
SO Democrats broke it and now they're telling us they know how to fix it
by going back to segregation by race?
*NOT VERY FORWARD THINKING OF THOSE DEMOCRATS*
>
> "We were transforming math education, and change is hard and scary,"
> Rebecca Pariso, a math teacher at Hueneme Elementary School District
> told the San Francisco Standard. "Especially if you don’t understand
> why that change needs to occur.
stupid? SO you're stupid if you aren't a member and believer in her
cult, that sounds like a cult alright.
> But I didn’t expect it to go this far."
> The inspiration for these new guidelines came from San Francisco
> educational standards.
>
> In the new guidelines, which will up for consideration prior to their
> potential adoption in July, reading in Chapter 2, "Teaching for Equity
> and Engagement," reads that "Cultural relevance is important for
> learning and also for expanding a collective sense of what mathematical
> communities look and sound like to reflect California’s diverse
> history."
>
we can't be is NO culture. Because that isn't a society it's CHAOS, and
there's that Democrats THEME/PATTERN again, notice that the Democrats
plans always have an ending in chaos. They want America in Chaos, that
is the actual plan and all these thousands of knife cuts are just a way
to create the chaos and to bleed the NATION to death.
And there you have the goal of these many cult factions under the
Democrat cult umbrella, the goal is that of collapsing the United
States. These cults are aligned with a world group a cabal that wants
total power, which is why they attack the U.S. Constitution by using
cult beliefs rather than facts and science, because cults work based on
belief rather than facts and science and the only way to undermine facts
and science is with irrational beliefs as those in indoctrinated cult
members.
> It goes on to slam mathematics for, "over the years," having "developed
> in a way that has excluded many students."
until DEMOCRATS and the CRT cult suggested all students should be forced
to go to colleges for their Marxist indoctrination?
>
> Pariso said "There’s a huge problem with math instruction right now.
> The way things are set up, it’s not giving everybody a chance to learn
> math at the highest levels."
may develop differently and have different influences culturally. What
happened to Multiculturalism? Are Democrats now saying it was just
another Democrat scam?
>
> "Because of these inequities, teachers need to work consciously to
> counter racialized or gendered ideas about mathematics achievement,"
> they write.
kids.... But Democrats mandated quotas in school teachers races so that
Black kids had Black teachers... from the same cultures... did
Democrats fail again with that mandate?
--
That's karma,
Democrats attempt at mandated assimilation is futile, a successful
resistance is inevitable.
*We don't need to test for the WUHAN virus we need to test for a*
*suppressed immune system* and the people with immune system problems
need the VIRUS PASSPORTS, NOT the rest of us who are healthy. And it's
not just the elderly who have low functioning immune systems, also
people with HIV/AIDS and others, which may be why those groups have the
most issues with the virus and/or the FAKE vaccine.
https://www.brighteon.com/1a421368-d95b-4aa9-9c42-01a8c91ed41e
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