Public schools

Seattle Public Schools Will Start Teaching That Math Is Oppressive

A new ethnic studies curriculum will teach students that "ancient mathematical knowledge has been appropriated by Western culture."

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Math is a deeply frustrating subject for many elementary and high school students. But Seattle public schools are gearing up to accuse math of a litany of more serious crimes: imperialism, dehumanization, and oppression of marginalized persons.

The district has proposed a new social justice-infused curriculum that would focus on "power and oppression" and "history of resistance and liberation" within the field of mathematics. The curriculum isn't mandatory, but provides a resource for teachers who want to introduce ethnic studies into the classroom vis a vis math. According to Education Week:

Seattle's four-page framework is still in the proposal stage. If adopted, its ideas will be included in existing math classes as part of the district's broader effort to infuse ethnic studies into all subjects across the K-12 spectrum. Tracy Castro-Gill, Seattle's ethnic studies director, said her team hopes to have frameworks completed in all subjects by June for board approval.

If the frameworks are approved, teachers would be expected to incorporate those ideas and questions into the math they teach beginning next fall, Castro-Gill said. No districtwide—or mandated—math/ethnic studies curriculum is planned, but groups of teachers are working with representatives of local community organizations to write instructional units for teachers to use if they wish, she said.

"Seattle is definitely on the forefront with this," said Robert Q. Berry III, the president of the National Council of Teachers of Mathematics. "What they're doing follows the line of work we hope we can move forward as we think about the history of math and who contributes to that, and also about deepening students' connection with identity and agency."

The proposal has drawn fire from the right. The American Conservative's Rod Dreher referred to it derisively as "woke math," writing:

The young people who are going to learn real math are those whose parents can afford to put them in private schools. The public school kids of all races are going to get dumber and dumber … and this is going to compel the wokesters in charge of Human Resources at institutions along life's way to demand changing standards to fit political goals. Eventually, bridges are going to start falling down. That too will be the fault of Whiteness.

That's a hyperbolic statement. But having read over the proposed framework, I have to say that it does seem fairly terrible. It's chock full of social justice jargon that sounds smart but is actually vapid. What does it mean to decode mathematical "beauty" or "identify how the development of mathematics has been erased from learning in school?" (Has it been erased? That seems like a problem for history class.) The guidance says it will "re-humanize mathematics through experiential learning" and facilitate learning "independently and interdependently." That's a fancy way of saying almost nothing at all.

The guidance also includes some extremely political, simplistic talking points that might be popular among activist academics but are in reality somewhat dubious. This is verbatim from the proposal: Students will be able to "identify the inherent inequities of the standardized testing system used to oppress and marginalize people and communities of color," "explain how math has been used to exploit natural resources," and "explain how math dictates economic oppression." Each of these statements are debatable, but they are not being presented as such. It would be one thing to hold a class discussion about the strengths and weaknesses of standardized testing, but what's happening here is that students are being trained to reject standardized testing due to its "inherent inequity," which is asserted as some kind of proven fact.

If math is too daunting for students, a better option would be for schools to stop making it mandatory. Giving parents—and even students themselves—more choice and control over their own educational experience is always a plus, and few people actually need to understand higher mathematics to function in society. Infusing the existing math curriculum with a bunch of unfounded progressive assumptions about cultural appropriation is a silly approach.

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  1. No districtwide—or mandated—math/ethnic studies curriculum is planned

    Yeah, right.

    1. This. The nanosecond this idea is written as ‘Seattle’ rather than – oh – ‘North Seattle Elementary PS#15’ – then you can damn well guarantee that some idea will become mandated districtwide.

      And the problem really isn’t so much that this is a bad idea. I mean it is a bad idea but that’s not the problem. The problem is that schools are now governed in districts rather than individually. So good or bad ideas can’t be implemented into individual schools where they and others can see whether its good/bad/etc. Every idea good or bad has to be imposed on schools. And that can only be done by a pretty tiny group of people who are ‘professionals and experts’ cuz no one else can remotely understand issues at the district level. Neither can those professionals and experts but they won’t admit that and we individually much prefer to just abdicate governance responsibility to others.

      1. “…we individually much prefer to just abdicate governance responsibility to others.”

        Preamble to the Deep State?

      2. we individually

        Jeffy really is the perfect Prog. His advocacy for the collective is so ingrained that he can’t see the contradictions even when he writes them out longhand.

        Proggie programming can be overcome by thinking your own thoughts, taking responsibility for your own actions, refusing to allow others to assign their opinions and actions to you and resisting the temptation to assign your opinions and actions to others. It takes a lot of effort, which is why so many fail.

        1. To my knowledge and based what they have both written, Chemjeff and Jfree are not the same person. Not even close.

          1. Never mind. It was me confusing my J-names. I retract my above statement.

            1. You were right the first time

              1. Then you should really get the “free” out of your name, unless you mean “free” as in all of the “free” stuff government in its beneficence will grant to us.

            2. Just go back to the post and use the ‘edit’ func…oh…

              1. I’m so glad there is no edit function. Imagine how much better the JFrees on reason will look if they can go back and edit their thoroughly refuted posts.

                1. Be nice if they’d left the PRVIEW function though.

                  Oh fuck.

                  Did I mispell “Preview”?

                  Oh shit. Did I just type misspell incorrektly?

                  Goddamn! Incorrectly!!!

                  Fuck! Fuck! Fuck! Fuck! Fuck! Fuck! Fuck! Fuck! Fuck!

        2. Proggie programming can be overcome by thinking your own thoughts, taking responsibility for your own actions, refusing to allow others to assign their opinions and actions to you and resisting the temptation to assign your opinions and actions to others.

          Hahaha. So why are you trapped in your little collectivist pigeonhole of having to label everything ‘proggie’?

          All you have to do is think your own thoughts, refuse to allow others to assign their opinions to you and resist the temptation to assign your opinions to others.

          That way, you can be a free monkey flinging your own artisan-crafted poo around. Not just a collectivist monkey flinging someone else’s poo around.

          1. Hahaha. So why are you trapped in your little collectivist pigeonhole of having to label everything ‘proggie’?.

            That doesn’t even make any sense. I don’t label ‘everything’ as proggie, just the stuff that is.

            I often conflate progressive with communist and socialist, but that is just because so much of their platform is shared. Considering the fact that there actually are commie/socialist/progressive playbooks like Das Capital and Rules for Radicals, it is not difficult to identify the fallacies they promote. If you don’t realize you are using them, that is on you.

            1. I just use “leftist” for all of those types. It’s much simpler that way and avoids the whole argument that “we’re not in favor of government ownership of the means of production” when they may “merely” favor heavy government taxation and regulation thereof, which to me is a distinction with very little difference.

        3. That’s dumb. “We individually” means each person as an individual. There is nothing collectivist about that statement. Even as individuals, we can use plural pronouns. It’s OK, really.

          1. “We individually” means each person as an individual

            Bullshit. That is what ‘individually’ already means all by itself. ‘We individually’ is pretentious, the ‘we’ being redundant and the phrase being an oxymoron. It’s Jeffy, like all good progs, pretending that the masses share in their delusions.

            I certainly don’t ‘prefer to just abdicate governance responsibility to others’. I suffer the governance of others because I prefer not to have guns pointed at me by the paid lackeys of said government. I find the use of ‘we’ to describe such an attitude offensive. Particularly on a libertarian website.

            1. I certainly don’t ‘prefer to just abdicate governance responsibility to others’.

              Yes you do. The only option for someone who wants to govern themselves without any ‘others’ is to be a hermit. You may well have the odor/personality of a hermit but I’ll bet you’re not. The second you have to work with one other person, the workload becomes both getting along with them (a real problem for many odoriferous FYTW libertarians) and figuring out the details of how you work with them. 3 people – more complicated. 4 people – even more. By the time you roughly get to Dunbar’s number, the human brain is not really capable of handling both parts of that workload. So beyond that, people CHOOSE one or the other. Either maintain the sociability stuff and give up on the governance – or give up on the sociability (become a manipulative sociopath) and maintain the governance.

              If you really are still interested in governance and you live in a larger-than-Dunbar setting; then what you are really saying is that you are most likely a sociopath – and still probably odoriferous to boot. And guess what – that means no one wants to hear any of what you say re governance.

              1. that means no one wants to hear any of what you say re governance.

                Then we should hang out. Nobody wants to hear your pretentious lecturing either. We can sit and talk over each other. Let’s plan for the Dunbar’s number day of next year. For me, that would be January 5th.

            2. Bullshit. That is what ‘individually’ already means all by itself.

              Oh, my God, you can’t really be this fucking stupid. “We” was the subject of the sentence. “Individually” modified it to make it clear that he was talking about each person as an individual decision maker. Disagree with the point he was making if you want, but Jesus Christ, dude, give up on this one.

              1. I can be this fucking stupid. Don’t you dare underestimate the American educational establishment. My high school English teacher failed an essay of mine for using ‘we’ in exactly such a context. It was one of his ‘F mistakes’. I have not forgotten.

                Your grammar analysis is not wrong, there can be context where ‘we individually’ could be used, but ‘individuals’ is the correct usage in this instance. Logically, the term ‘individuals’ does not necessarily include the set of all individuals, as it is equally valid when used to identify some individuals. But when you modify ‘we’ with ‘individually’ to include “each person as an individual decision maker” (per your own logic, with which I agree), it includes the set of all individuals.

                It is a fallacy for Jeffy to attribute a preference to all individuals. At a minimum, by his own admission, sociopaths are an exception to his rule. His improper phrasing was the cornerstone of my comment, the assertion that it is a common fallacy of progressives to assign one’s own thoughts as the only possible set of correct thoughts. I am good with the logic of it.

                Never give up! Never surrender!

                1. We individually decided to wear our orange shirts today. It was quite a surprise when we got to work.

                  I’m really sorry to say this, ‘cos JFree annoys the hell out of me sometimes, but grammatically speaking, he’s spot on.

                  Further, ‘we individuals’ doesn’t work at all.

                  Other workable constructions ‘people individually’, ‘they individually’

                  Contextually, there are issues, but grammatically, he’s sound.

                  1. We individually decided to wear our orange shirts today.

                    I noted that “there can be context where ‘we individually’ could be used”. Even at that, use of such a construction makes your example either obtuse or vague. You could simply say, ‘We decided to wear’ and it has exactly the same meaning. Unless you want the reader to infer that the orange shirts were chosen without prior arrangement, in which case ‘we independently decided to wear’ would make your meaning clear.

                    Further, ‘we individuals’ doesn’t work at all.

                    I never said ‘we individuals’. I said, “‘individuals’ is the correct usage in this instance.” As in: …and [individuals] much prefer to just abdicate governance responsibility to others.

                    Here is an illustrative example of a similarly constructed sentence:

                    Individuals born to parents who are both US citizens are also US citizens.

                    We individually born to parents who are both US citizens are also US citizens.

                    While the grammatical structure of the second is correct, the sentence is awkward bordering on nonsensical. Which was the point of my entire diatribe.

          2. Plural pronouns like ‘we’ are the slippery road to Marxism. I believe he is really saying that he is Rastafari and the only acceptable word is ‘I and I’.

        4. Proggie programming can be overcome by thinking your own thoughts, taking responsibility for your own actions, refusing to allow others to assign their opinions and actions to you and resisting the temptation to assign your opinions and actions to others. It takes a lot of effort, which is why so many fail.

          So what’s your excuse?

          1. Educating others in how to overcome brainwashing is brainwashing?

            Fuck off, slaver.

            1. You don’t seem to have sufficient grasp of language to educate anyone.

              1. Phbphbphbllttt!

        5. Proggie programming can be overcome by thinking your own thoughts

          The leftard mindset that we’re all just automata waiting to be programmed with the right ideas to bring about utopia is one of the most obnoxious things about them.

          I was arguing with some SJW snotbubble yesterday, and he tossed off some crack about me being “programmed by the Koch brothers”, and I realized that he really can’t conceive of anyone making up their own mind on an issue.

          -jcr

    2. The guidance says it will “re-humanize mathematics through experiential learning” and facilitate learning “independently and interdependently.”

      What they are trying to do is get kids to reinvent mathematics. A waste of time.

      1. New quiz question:

        If your bottom bitch rakes in 8 franklins a night, and she has a 20 gram crack habit, how long you gotta run her to get a new grill?

    3. The history of mathematics can be seen as an ever-increasing series of abstractions. the Babylonians and Egyptians began using arithmetic, algebra and geometry for taxation and other financial calculations, for building and construction, and for astronomy. The most ancient mathematical texts from Mesopotamia and Egypt are from 2000–1800 BC. Many early texts mention Pythagorean triples and so, by inference, the Pythagorean theorem seems to be the most ancient and widespread mathematical development after basic arithmetic and geometry. Beginning in the 6th century BC with the Pythagorean’s, the Ancient Greeks began a systematic study of mathematics as a subject in its own right with Greek mathematics.The Hindu–Arabic numeral system and the rules for the use of its operations, in use throughout the world today, evolved over the course of the first millennium AD in India and were transmitted to the Western world via Islamic mathematics. The importance of astronomy and calendar calculations in Mayan society required mathematics, and the Maya constructed quite early a very sophisticated number system, So who are the true ignorant racists? The ones calling math is racist!!!

      1. I think the problem is that they think that because Europeans “stole” all of that, the rest of the world doesn’t have access to it anymore.

        You just have to ask all the Asians who are writing the software we use everyday. They’re the sort of smart non-Europeans, who can validate that math is racist

        1. And ironically, as compared to the Indians, Persians, Arabs and Europeans, East Asian contributions to the history of mathematics are, AFAIK, relatively minor.

    4. If idiot administrators of schools want their pupils to enter the world of jobs as morons who can’t add 2 plus 2 they can rightly be called villains, as today’s job market, from cashier to engineer REQUIRE math talent. Jesus, do “progressives” (communists) really want to put all young folks on welfare?

      1. >Jesus, do “progressives” (communists) really want to put all young folks on welfare?

        Yes. A healthy, prosperous middle class doesn’t need government, which is all progressives (current Democrats) know. They’ll never admit this, but their actions speak volumes about their real intentions.

        Not enough of the American people are buying it, which is why they want to replace the voters with more gullible illegal aliens. They don’t give two shits about the illegals’ well-being.

    5. This is most unfortunate. The beauty of mathematics is, in part, that it stands alone. It doesn’t rely on politics or nationality or race or gender (though there are damned few female mathematicians worth a crap).

      Trying to make mathematics political should be an instant “death penalty” offense.

  2. Universal language, aka math, is imperialism. Then switch to the metric system.

  3. “and oppression of marginalized persons”

    Blacks, Hispanics, gays, trannies, the disabled, and women suck at math.

    In 2019 it is woke to say that?

    1. “trannies”

      Well, half of them anyways.

      1. Amusing to think that woke thought requires believing that half the trannies are progressing and the other half are regressing. I wonder if recognizing that is super woke or half woke.

        1. I was thinking what a dissertation topic that could be, but it would involve statistics and therefore any conclusion would be invalid.

          1. Then abuse the statistics to come to the conclusion you don’t want, and all the wokers will believe the conclusion you do want!

            1. “Research concludes…”

              1. You know who else imposed ideology on science?

                1. Franz Joseph Gall

                2. Neil deGrasse Tyson?

                3. Étienne Tempier?

                4. Josef Stalin?

                5. No one mentioned my good friend Trofim!

        2. I’ve read of cases of female-to-male trannies finding themselves unwelcome in campus organizations for “minorities” after they became “white males”.

          1. I remember reading about two women-to-men types after they transitioned finding out that being treated as men meant: being ignored, and being expected to defer to women.

            1. I think I remember that; they were “BDOC” [big dykes on campus] types who got no end of sex with women until they became “men” and found out straight girls were just not into trans guys. Talk about buyers remorse.

              1. I don’t think that’s the case. I think a woman with a dick is going to do really well, but only with lesbians. It’s the trannie MtoF types that find themselves luckless.

                1. I think a woman with a dick is going to do really well, but only with lesbians.

                  Meh – they do pretty well with closeted gays, too.

      2. By averages, they’re actually better (well, half of them anyway).

  4. SWBAT critique systems of power that deny access to mathematical knowledge to people and communities of color.
    Does that include school districts that waste mathematics instruction time on non-mathematics topics?

  5. They are on to something, just like those people who pointed out the fallacy of teaching a foreign language when English was good enough for Jesus.

    I mean, who needs math anyway? The government already proved that millions, billions, and trillions are all the same and no one cares. Plus, isn’t there already enough trouble with the Middle East without teaching kids Arabic numbers? It’s like they want to risk radicalizing the kids!

    1. OBLT is jealous of you.

  6. Robby, none of this is silly if your goal is to indoctrinate young children into Leftist ideology.

    1. The equivalent of barefoot and pregnant, amIright?

  7. People laugh at California, but I tell you Washington State is the stealth progmonster. While you’re ridiculing stoned surfer dudes, the coffee set from Seattle will be quietly taking the reins of power. That city is fucking crazy.

    1. So when a volcano wipes out Seattle, will that be racist?

      1. Geology is science, so duh.

        1. That volcano eruption would be totally caused by climate change and is Gaia signaling her displeasure at human greed which is epitomized by white male capitalists. And those white male capitalists have the power to make sure it’s those marginalized identities that take the brunt of Gaia’s wrath.

          1. “Women and minorities hardest hit.”

            1. It seems like I’ve heard that before……

    2. Remember this is the district which brought us ‘Planning ahead is racist’.

      https://www.seattlepi.com/local/opinion/article/Planning-ahead-is-considered-racist-1204942.php

      Bad ideas never really go away. They get put back on the shelf until the far left has better control of the institutions at which point they are reintroduced. For example Antioch was a laughingstock when they first announced their Affirmative Consent sexual assault policy back in the 90s. Now it’s California (among others) state law that all post-secondary institutions use that policy.

      Progress!

      1. For fuck’s sake. Some day I think we just need to put all these brainless fuckwits out of our misery.

        1. I just want the kids running the drive thru at Arby’s to be able to change $20 without crying

          1. Drive thrus are now banned..duh

            1. Cash is now banned.

          2. Don’t worry, the cash registers do all of the math for them…if they can read.

    3. Seattle is crazy progressive, with an honest to god socialist still on the city council. But the state is very red once you go east from I-5. Up until earlier this year, we had some of the best gun laws in the country, (and those new laws are yet to be tested in court). Legal weed, easy concealed carry, suppressors and full auto’s allowed with your federal tax stamp, vote by mail, no income or capital gains taxes…it’s a pretty libertarian state, comparatively.

      1. Up until this year? What happened?

        1. Free shit and utopian promises are a helluva drug

      2. The disease spreads like wildfire.

  8. i had to check the calendar to see if it was April 1st

    1. With lefties every day is April 1. And any every day is gimme gimme gimme or else!!

    2. May 1st, comrade! It’s always May 1st! Must you be reeducated again!

  9. This is verbatim from the proposal: Students will be able to “identify the inherent inequities of the standardized testing system used to oppress and marginalize people and communities of color,” “explain how math has been used to exploit natural resources,” and “explain how math dictates economic oppression.”

    Oh, FFS! Will students be able to “convert a word problem into a system of equations, solve the system, and set forth the practical solution of the problem”?

    1. No, no they won’t. But each and every one will vote democratic until we no longer have elections.

    2. Check out the patriarchal shit-lord here. Results are of no consequence, intentions are all that matters.

    3. Hard to do when we don’t know what the problem really is, or if it’s even a problem. Thrse are assertions disguised as problems, the equivalent of “when did you stop beating your wife?”

    4. Can they make change from a $20 at the drive thru?

      1. What’s $20 mean?. Slide or insert your card, please.

        1. Haha, I’ll admit I kinda thought the same thing. I haven’t carried cash regularly in like a decade – most of my adult life, actually.

    5. Oh, FFS! Will students be able to “convert a word problem into a system of equations, solve the system, and set forth the practical solution of the problem”?

      Racist AF. Don’t you have a KKK or neo-Nazi meeting to attend?

    6. There’s the fallacy right there. “This thing has been used in some [debatable] way to oppress people. Therefore this thing is bad.”
      I kind of wish they’d apply that logic to communism. It’d be far more logical than applying it to math.

  10. Tracy Castro-Gill, Seattle’s ethnic studies director

    Why does this position exist?

    1. That job is there because the director of social justice needed another drinkin’ buddy.

      1. But the Dean of Diversity and Inclusion feels like a third wave.

      2. That job is there because the director of social justice needed another scissoring buddy.

    2. Why does this position exist?

      Stupid people need jobs too and the least destructive method is to give them their own industry of make-work.

      1. Can’t they just dig holes and fill them in or something?

        1. Our last plan was letting them teach children basic reading and math. See where that got us?

    3. The truth is, universities created degrees like ethnic studies. The universities need to publish statistics on employment post graduation. This they work very hard to create jobs to fit the worthless degrees they make up. It’s a vicious cycle.

      1. People who get ethnic studies degrees will ignore the published statistics because math is racist. Haven’t you been paying attention (which I hear is also racist)?

    4. Because she’s unemployable in the real economy, duh!

      -jcr

  11. I am just happy all of my grand kids are attending private schools. They still teach real world courses and expect students to apply themselves and to gain real knowledge on a wide variety of subjects. Additionally, they do not teach the “new” math and send 85% of their students onto real colleges…….no gender studies in any class work!!!! The unfortunate kids from the northwest will meet them later in life, they will be the ones in the corner offices when the “woke” people drop off their mail…….

    1. More likely, your kids will be on the call center desks at the national center for answering calls about the economic collapse from global climate warming change fixes, while the woke people sit in the circular offices of equality deciding who gets to have food and shelter next week.
      (All jobs will be assigned by the federal jobs assessment board, created and populated by socialists)

    2. That’s great; ever heard of the Mensheviks?

  12. “That’s a fancy way of saying almost nothing at all.”

    And there you have the left wing theory. Teach the kids nothing under the disguise that you are teaching truth to power or something, and you get a generation of empty headed democratic voters.

    Not to mention only left wing idiots get (alleged) degrees in this nonsense, and they get paid big bucks by other lefties in education to peddle this nonsense.

    OK, so maybe they are on to something there – – – – – – – –

  13. Look on the bright side: there can be no standardized testing for wokeness. It is now known. But that means that there is no definitive indication of wokeness. That means everyone determines their own wokeness, and, just as we must believe all victims of rape (who may self-identify as any gender they damn well pleas), so must we believe all self-declared wokers.

    Power to the wokers!

    1. Wokeness on a self-identified sliding scale of purity of thought. Yeah, that’s it.

      1. Except for white males, even when identifying as woke, they fail.

    2. Twitter followers = truth scale. It is known.

  14. Now we know how Ivy League econ grads came up with modern monetary theory. Fun

    1. I mean, MMT holds a grain of truth, just a morally bankrupt one. The US, and only the US, due to its enormous economy and position as the world’s reserve currency, can continue printing money long past the point that other nations would’ve been brutally punished by the market. This is because the twin prongs of having the most lucrative import market and being the reserve currency means that if our currency begins to devalue, every other nation rushes to shore it up, lest their own currency take a tumble (in the reserve case) or the rising relative value compared to the dollar makes their imports more expensive relative to our local market and wrecks their export industry.

      In effect, MMT is a formal academic recognition of the fact that the US position means we can effectively tax the rest of the world’s wealth through currency printing, not just our own noteholders. Most particularly, we can put the burden onto the poorer and less powerful nations that trade heavily with us, and they’ll take it if they know what’s good for them (in the short term).

      There’s no such thing as a free lunch, naturally, and if we push it far enough the house of cards comes down eventually. But the worst part of MMT is the contention that we actually need to maintain a relatively high degree of currency printing, more than would be otherwise called for by Fed inflation targets, if we wish to prevent other nations from adjusting to the currency shocks via methods that would deflect the costs back our way.

      1. In effect, MMT is a formal academic recognition of the fact that the US position means we can effectively tax the rest of the world’s wealth through currency printing, not just our own noteholders. Most particularly, we can put the burden onto the poorer and less powerful nations that trade heavily with us, and they’ll take it if they know what’s good for them (in the short term).

        Which ironically is the essence of Lenin’s critique of international Capitalism. Someone should phone AOC.

  15. ” It’s chock full of social justice jargon that sounds smart but is actually vapid. What does it mean to decode mathematical “beauty” or “identify how the development of mathematics has been erased from learning in school?”

    An appreciation of beauty in math or an understanding of its historical context is not actually vapid at all. If Bobby wasn’t so eager to jump on the next passing anti-intellectual bandwagon, he might realize this,

    1. An appreciation of beauty in math or an understanding of its historical context is not actually vapid at all. If Bobby wasn’t so eager to jump on the next passing anti-intellectual bandwagon, he might realize this,

      I think he’s more concerned about

      Students will be able to “identify the inherent inequities of the standardized testing system used to oppress and marginalize people and communities of color,” “explain how math has been used to exploit natural resources,” and “explain how math dictates economic oppression.”

      He’s also concerned that these destructively idiotic notions are not being presented as theories to be considered and debated, but as facts to be memorized and repeated.

      1. “I think he’s more concerned about….”

        … Communities of color. What red-blooded American isn’t concerned about communities of color? Appreciating beauty in math or understanding its historical context is neither idiotic or destructive.

        1. It’s hilarious how you’ve integrated all of the language of each new bandwagon you’ve jumped on here over the years. And to think you started out as just as simple 9/11 Truther.

          1. I’d watch this biopic.

          2. “It’s hilarious …”

            Laugh while you can, monkey boy. But the communities of color are playing for keeps!

            1. Sounds like a threat.

              1. We should treat it as such.

                They don’t realize who owns most of the guns, and with any luck they won’t until it’s too late.

                1. Fondle the guns you own while you can, monkey boy.

                  1. You need to be introduced forcibly to a woodchipper, fucko.

        2. What red-blooded American isn’t concerned about communities of color?

          So you’re going to go with not even responding to what I said, and instead staying on your pet hobby horse.

          Alright then.

          1. I think that delving into the difficulties of standardized testing may be a stretch for elementary, and even perhaps high school students. Aside from that, I don’t see why this is so bad an idea. Aside from the obvious trouble triggering over skin color.

            1. The inherent problem with standardized testing is that it exposes all their woke bullshit teaching as completely fucking useless, and they want to murder the messenger.

            2. Again,

              “He’s also concerned that these destructively idiotic notions are not being presented as theories to be considered and debated, but as facts to be memorized and repeated.”

              Memorized and repeated by elementary school students. Even you admit the topics are a bit of a stretch for students that young to understand.

              But you see no problem with forcing them to memorize and accept politically-charged conclusions they aren’t developed enough yet to actually understand?

              You see raising concerns about such tactics as “anti-intellectualism?”

              Why?

            3. It’s a bad idea because they are presenting highly debatable claims as truth to students. Just like he said. The left has failed to convince most people of a lot of its more radical ideas and they now seem to be trying to impose them on everyone through education and legislation.
              Bringing up the questions is not unreasonable. But it’s hardly appropriate for elementary school and shouldn’t be a central part of a math curriculum.

              1. We face politically charged situation whether we like it or not. Whether we are ready for them or not. Why shouldn’t teachers try to more adequately prepare students for the challenge?

                1. Again,

                  “He’s also concerned that these destructively idiotic notions are not being presented as theories to be considered and debated, but as facts to be memorized and repeated.”

                  Memorized and repeated by elementary school students. Even you admit the topics are a bit of a stretch for students that young to understand.

                  But you see no problem with forcing them to memorize and accept politically-charged conclusions they aren’t developed enough yet to actually understand?

                  You see raising concerns about such tactics as “anti-intellectualism?”

                  Why?

                  1. “But you see no problem with forcing them to memorize and accept politically-charged conclusions they aren’t developed enough yet to actually understand?”

                    Students are in school to learn things, even, shudder, politically charged things. You’re doing them no favor trying to shield them from the outside world or exposing them to ideas you find unacceptable. I agree that a child’s innocence is a precious thing. But coddling and over protection are not acceptable to Libertarians like yourself.

                    1. You are not answering the question. They are not teaching anything here – teaching implies multiple views, discussion, etc.

                      They are having these kid memorize opinions as fact, again opinions as fact. These are opinions that these kids don’t have the maturity to decide on them for themselves.

                      Why is that ok? We complain when creationism is forced on them, why is this ok? Answer the question!

                    2. “They are having these kid memorize opinions as fact,”

                      I have no problem with children being taught politically charged topics in school. I myself was taught Darwin’s theories in school and don’t feel I’ve suffered for it. I read politically charged books like Slaughterhouse Five and Catch 22. Students are a lot more intelligent and sturdy than you seem to credit them.

                    3. “I myself was taught Darwin’s theories in school and don’t feel I’ve suffered for it.”

                      That’s because evolution isn’t bullshit.

                    4. I have no problem with children being taught politically charged topics in school.

                      Still dodging.

                      Local elementary curriculum:

                      “Children, repeat after me: Darwin was wrong, and is a Communist subversive. The world was created in six days.

                      Again,

                      Darwin was wrong . . . class – let me hear you!”

                      Okay? Because you sound like you’re saying you would be okay with this.

                    5. You’re doing them no favor trying to shield them from the outside world or exposing them to ideas you find unacceptable. I agree that a child’s innocence is a precious thing. But coddling and over protection are not acceptable to Libertarians like yourself.

                      This doesn’t even make basic sense. Just admit you were trying to be cute and you failed.

                2. That’s not what they are doing. They are trying to get them indoctrinated before they have a chance to even think about these things. Putting everything in terms of oppression and privilege begs some major questions and is absolutely inappropriate for early childhood education. Teach people how to think, not what to think.

                  1. ” Putting everything in terms of oppression and privilege begs some major questions and is absolutely inappropriate for early childhood education.”

                    That’s a straw man. I’m not advocating putting everything in terms of oppression and privilege. Teaching the beauty and historical context of math could be a way to appeal to students who wouldn’t otherwise thrive under a traditional curriculum,

                    1. It’s not a straw man. While you may say that you aren’t supporting those things, Seattle clearly is, and you have used ample time and space defending their proposed curricula.

                    2. “While you may say that you aren’t supporting those things,”

                      Those things? I support the effort to make math more attractive to students who are otherwise turned off by it. Though they may well belong to, shudder, a community of color. I have no idea what’s going on in Seattle and really don’t care.

                    3. Though they may well belong to, shudder, a community of color.

                      Why do you insist on turning the conversation to race, which no one else has mentioned.

                      Are you trying to tell us something?

                3. Everything is so terrible and unfair. C+. Moving on.

                  Haha.

                  1. That does a great service to these poor, marginalized students, donchathink? Haha.

    2. Are you trolling here or actually defending the curriculum which reads “identify the inherent inequities of the standardized testing system used to oppress and marginalize people and communities of color,” “explain how math has been used to exploit natural resources,” and “explain how math dictates economic oppression?”

      Seems like there is math, and then there is social studies, history, and theories of oppression. Sure these subjects intersect, but I believe the concern is one being taught in lieu of the other.

      1. “Are you trolling here ”

        No I’m not. I’m defending the idea of inculcating students with an appreciation of beauty in math. I don’t think it’s vapid at all, and moreover, I suspect anyone who claims to think it’s vapid is trolling us. Bobby for example, who rarely lets an anti-intellectual bandwagon pass by without giving in to the urge to join it.

        1. s/inculcating/indoctrinating

          Fuck off, slaver.

        2. I’m defending the idea of inculcating students with an appreciation of beauty in math.

          No one’s attacking that idea. So, yes – you’re trolling.

          1. I disagree that teaching beauty in math is vapid. Same with historical context.

            1. I disagree that teaching beauty in math is vapid.

              You’re not disagreeing with anyone. You’re pretending Robbie is making a different point than he is, and then arguing with that point that no one is making.

              That’s trolling.

                  1. I just wanted to make that clear, is all.

                    1. Yeah – we got that. It’s what you do, whether there’s any basis for it or not.

                      I.e. trolling.

        3. “I’m defending the idea of inculcating students with an appreciation of beauty in math.”

          Really, because it sounds like this ridiculous idea is more about making excuses for relatively poor performance than appreciating the beauty of math.

          1. “Really, because it sounds like this ridiculous idea”

            It’s really about teaching students who might not excel with traditional methods. I’m assured such people exist.

            1. No, it’s really about not teaching math under the guise of teaching math.

              1. There’s just no pleasing some people. What you describe sounds perfect for those who don’t want to study math but only want to appear to study math.

        4. Yes, the part about appreciating beauty is not vapid. But that’s not all Robby was responding to. You are either stupid or deliberately dishonest. Or likely a bit of both.

          1. I’m quoting what bobby wrote. If you disagree take it up with him. I disagree.

            1. You’re fucking hopeless. Sorry I bothered.

              1. If understanding is difficult, take heart, it’s not mandatory.

                1. Ummmm, yeah. Clearly.

                  Haha.

        5. The “beauty in math”, nice that you are changing the meaning of what was actually said. I agree is your statement “beauty of math” but that is not what they are trying to teach, well not really teach. They are making these kids memorize opinions (as I’ve said before). That is not teaching, nor is it learning, that is indoctrination.

          1. “They are making these kids memorize opinions ”

            Are you against memorizing? Or opinions? Students are going to encounter opinions whether you like it or not, whether you think they’re ready for them or not. There’s no reason why they shouldn’t encounter them in school, where there are teachers for guidance. Students are more clever and less frail than you give them credit for. I understand your reservations about memorization, but I assure you it can be necessary. Try to master some 5000 characters that constitute modern Mandarin with out resorting to memorization tactics. Chinese students spend 6 years in elementary school studying some math, Chinese characters, and little else. You’re lucky to have completed an education without memorization.

            1. Are you against memorizing? Or opinions?

              He’s against forcing students to memorize opinions as facts, but you’re only pretending to not understand that.

              “Children, repeat after me, only tyrants and racists question free market economics – louder now, I can’t hear you!”

              All good, right?

  16. I can’t get past the picture…

    Since when is 12 – 3 = 15 ???

    1. Obviously you cannot accept woke-math, and neither can the young white male in the photo.

    2. I thought at first it was adding by trial and error, getting closer and closer,and that line was in there just to start it out wildly wrong so the process of closing in on the correct value was more obvious. A teaching moment.

      Can you imagine these poor clods trying to build a house? Cut a 2×4, put it in place, whoops! too short. Cut a longer one, whoops! too long. Keep on trying, and eventually you’ll cut the Goldilocks one. Then along comes a one-eyed genius in the land of the blind who realizes that the long ones can be trimmed in place and cut the wastage and time in half.

      Like the one-eyed genius carpenter who realizes that when he pulls a nail out of his pouch and it is pointed backwards, he can use that on the other side of the house instead of throwing it away.

      1. “”Can you imagine these poor clods trying to build a house? Cut a 2×4,””

        I doubt they can get past the idea that a 2×4 is not actually 2×4.
        Well that’s what it says!

        1. 2×4 is the best consistent quality double IPA (IMO) in the U.S. Melvin Brewing Jackson Hole Wyoming.

        2. Worse still is 2 x 4 = 5.25 since that is the actual cross-sectional area of a 2 x 4. Dimensional lumber is woke.

      2. Architecture is racist.

    3. I can’t get past the picture…

      Since when is 12 – 3 = 15 ???

      I’m impressed he knows how to use chalk.

      1. “Since when is 12 – 3 = 15 ???””

        With one vertical line I can make that statement true.

        1. But can you do it with one diagonal line?

    4. its sarcasim I hope unlike my spelling

  17. Very easy to understand: in current woke-think, anything that makes people feel sad or bad is oppressive. Thus math, for most people, especially those whose brains are more inclined towards social behavior and less towards quantitative reasoning, hurts and must be stopped.

    This is not really any different from apocryphal stories of attempts to legislate the value of Pi.

  18. *raises hand* Are we going to be tested on this?

    1. If by testing, you mean objective questions on a sheet of paper then no, since that kid of testing is racist patriarchy.

      But if you mean collective social judgement then hell yes!

  19. The maleducation of America persists.

    The humorous part is that this article was written by the product of such a system.

    He is incapable of seeing that this deliberate damage is directed because he has been trained not to see it.

    But he can advocate for furthering it–

    If math is too daunting for students, a better option would be for schools to stop making it mandatory.

    Idiocy. Absolute idiocy.

    1. That struck me too. And calling concern over the competence of these wokesters “hyperbolic.”

      Not undertstanding math is what gives you the housing collapse of 2007/8. It’s what gives you the entitlement driven fiscal crisis. And, yes, it’s what ultimately will lead to bridges falling down.

      1. It’s what gives me incorrect change at the drive thru

    2. Well, better that they not know math at all than to think they know math when all they really know is woke bullshit.

    3. Exactly. I’m sure many people may want to take an elective over a math class, but the whole purpose of education (K-12) is to give students experience in all of the subject areas so they have an idea of how the world works when the graduate. The reason people carry so much debt, do not understand interest rates, and cry for the government to “do something” are products of this type of thinking

    4. Robby’s suggestion to make math optional in school is ok in that people might start asking why anything about government schools should be mandatory, including property taxes to support it.

      But I’d point out getting government out of education entirely would eliminate the problem of what’s taught, because in an educational free market anyone can create a school, parents can choose any school, and the market will produce what parents want for their children.

      Arguing about the details in a government school misses the point of freedom entirely.

  20. Well, math is pretty oppressive. So is gravity and physics and thermodynamics and physical reality in general. It’s all pretty damn implacable, you can’t argue or reason or bargain with it, it’s utterly remorseless and unforgiving. What’s more oppressive than an enemy that simply and totally does not give a single shit about your opinions or beliefs but merely persists in doing exactly as it wills with no pretense whatsoever to paying any attention to you at all?

    1. Thank god for politicians then, who continue to promise outcomes that defy those oppressive laws and constants of the universe!

    2. ” merely persists in doing exactly as it wills with no pretense whatsoever to paying any attention to you at all”

      Very Newtonian of you. Science has progressed since the 17th century.

      1. Pray, tell us how.

        1. Because mtrueman is an utter ignoramus (he’s an actual ‘jet fuel can’t melt steel beams’ 9/11 Truther) he somehow thinks that the chaos of quantum mechanics proves that nature is actually fully subdued by humanity, I guess.

        2. A more sophisticated understanding of the role of the observer.

          1. Which you clearly lack. Do you honestly believe that photon cares about your desires?

            1. I’m intrigued by panpsychism if that’s what you’re asking.

          2. “Very Newtonian of you. Science has progressed since the 17th century.”

            So how have Newtons three laws of motion

            1. Every object in a state of uniform motion will remain in that state of motion unless an external force acts on it.
            2. Force equals mass times acceleration.
            3. For every action there is an equal and opposite reaction.

            changed with the times? Are they more caring and woke than before?

            1. Well, they *have* been superseded by General and Special Relativity and Quantum Mechanics. That said, they are sufficiently good approximations for many everyday applications (e.g. structural engineering, golf club design, planetary orbits in our solar system). As for caringness and wokeness, for better or worse neither Newtonian Mechanics nor QM+GR+(the rest of physics) shows much evidence of either of these:-)

              1. Cocktail party tidbit: They are *not* sufficiently good approximations for your cellphone’s GPS sensing to work properly, however. And I’m not just referring to your smartphone processor’s QM- determined semiconductor physics: In the GPS system itself, both Special Relativity (because the GPS satellites are moving relative to earth’s surface) and General Relativity ( because the satellites are higher in Earth’s gravity well than the Earthbound receivers) must be corrected for when solving the navigation equations and also in offsetting the satellite’s transmission frequency from that used by the Earthbound receivers.

    3. You know who else persisted in doing exactly as he willed with no pretense whatsoever to paying any attention to us at all?

      1. Bartleby, the Scrivener?

      2. Joe Biden’s penchant for inappropriate hugs?

  21. “Eventually, bridges are going to start falling down.”

    Laws of gravity etc. will need to be sued into compliance! I protest! Law of gravity is NOT woke, not even a TINY bit!!!

    1. Laws, those Newtonian thingies (and those from other dead white Euro males, Madame Curie excepted and that woman who invented computer programming and ahhhh….) will simple be revoked. And then incarcerated and tried.

      Laws? We don’t have to show you no stinkin’ laws.

    2. Remember that bridge the all female engineers built in Florida?

  22. Redistribution. Appropriation. What’s the difference?

    1. The difference is the size of the gun pointed at you by the government.

    2. Commutative, Associative, Distributive, and Appropriation.

      The new math.

  23. I have an idea for a study: Predicting political affiliation by math performance. Almost every prog I have known said they were terrible at math and hated it. Though I did know a couple of self-proclaimed communists who were math majors.

    1. I worked with a communist (“Not a Stalinist!”) who had a degree in math.

    2. I was terrible at math and hated it, yet here I am.

    3. Modern monetary theorists.

  24. Students will be able to “identify the inherent inequities of the standardized testing system used to oppress and marginalize people and communities of color,” “explain how math has been used to exploit natural resources,” and “explain how math dictates economic oppression.” Each of these statements are debatable, but they are not being presented as such.

    Despite your assertions Robby, I remain unconvinced that “explain how math has been used to exploit natural resources” is meaningfully debatable.

    1. First you explain how “math has been used to exploit natural resources” is a meaningful statement.

    2. To be sure, any actual criticism of this insanity by levelheaded people following it to its logical conclusion is just mean spirited hyperbole. But nevertheless schools should, how you say, “teach the controversy”, eh Robbo?

  25. Lets observe Seattle in about 5-10 years. At that time, I suspect that there will be a shortage of people going into STEM fields from their state-run schools. Many of their teachers will wonder why that’s the case.
    Some of the most dismaying words I read were “part of the district’s broader effort to infuse ethnic studies into all subjects across the K-12 spectrum.” Ethnic studies may have a place in Social Studies and History, but I can’t see any value with confusing and mixing all the other distinct areas of study.

    1. Somebody needs to compile and publish a book of examples and then re-release it again when these kids are old enough to appreciate the “Holy Shit! Can you believe they actually taught this!” sentiment.

      Chapter 1 can highlight the teaching of Ebonics and ‘code-switching’ in the Oakland school system and go on to highlight that it’s still a criminally corrupt, failing shithole to this day.

  26. I know I’m going to regret responding to this, but there’s a ton that should be said here. Please note that I do not live or work in Seattle or even on the west coast, so this curriculum has no direct bearing on my life.

    For starters, in the attempts to make subjects like math more meaningful to our students, we as educators are compelled to focus on interdisciplinary applications; for example, we incorporate reading in the math classroom and history in the English classroom, etc.

    Beyond that, it is absolute fact that much of the mathematics that we know was developed by the Greeks prior to the first burning of the Library at Alexandria and it was only preserved by traders who traveled the routes from what is now Morocco to India. Many things that we give credit to modern “White” guys was extended and developed by them; for example, Copernicus did not develop the geocentric model on his own, it was an extension of Arab/Indian models hundreds of years old.

    Beyond that, what we are finding in schools throughout the country is that taking a pro-active stance to incorporate the relevant histories of students of color into our teaching not only makes them feel more connected to the school work and the community, it also makes the school community feel more connected to them, reducing bullying and increasing performance measures of all students- not just the marginalized ones… and yes, our students of color have been marginalized.

    Prior to 1954, it was completely legal and common to forbid Black students from studying with their White neighbors. For the first 10 years following Brown v BOE Topeka, et al, very little was accomplished because of other legal hurdles, but from 63 to the mid-70s, tremendous gains were made across the country in desegregating schools even in the face of [mostly-]White push-back. In the mid-80s, the “achievement gap” reached its narrowest point, almost entirely due to gains in Black students, not by falling performance in White students (despite anecdotal claims to the contrary). Unfortunately, several SCOTUS decisions since then have allowed stagnation or drops in performance measures as well as rapid residential and educational resegregation, leading our public (and private) schools to now be more segregated than they were in 1972.

    Furthermore, it is also fact that performance measures on standardized tests like the PSAT, ACT, and SAT show marked racial bias that persists even when controlled for income; for example, the SAT has shown consistently that the highest-income Black students underperform on average the lowest-income White students. While many hypotheses have been suggested to explain this discrepancy, in the interim, the hyperfocus on tests like it to govern access to higher education does, as a matter of course, disparately impact students of color.

    In light of all of that, we find it especially important to incorporate the cultural and educational contributions of non-European individuals and cultures to our classrooms- regardless of the subject- because our students are not robots. They are not machines that only process math in math class, only process Spanish in Spanish class, only process music in music class… They are whole, thinking, feeling creatures and we are trying desperately to get them to use their whole, thinking, feeling brains in every class so that they can actually do “cool stuff” and save the world… or even just be a productive member of society… whatever is best for them.

    I could go on for semesters about the importance of the specific goals and targets in the suggested framework, but based on previous comments, I am convinced that I would be wasting my time.

    Be well, all of you,

    dave

    btw, fwiw, I have an AA and a BA in mathematics, my initial area of teaching certification is mathematics, I teach engineering at a suburban high school in Maryland, I train other teachers to teach aerospace engineering, I write automotive cybersecurity curricula, and I am currently working toward my MA in Cultural Proficiency Leadership in Teaching.

    On a separate note, I always find it a bit ridiculous when a “libertarian” site decries attempts at social justice; it was my understanding that such should be the exclusive goal of libertarianism… but I guess not.

    1. highest-income Black students underperform on average the lowest-income White students

      Some of these words are incompatible. I guess that’s your woke vocab lesson for the day.

      Spontaneous social justice is one thing; top-down mandates by self-selected elites are another. I guess that’s your woke linguistics lesson for the day.

    2. Many things that we give credit to modern “White” guys was extended and developed by them; for example, Copernicus did not develop the geocentric model on his own, it was an extension of Arab/Indian models hundreds of years old.

      So, in the one example you give, you can’t actually name the person or persons who predate Copernicus? You must be a teacher!

      btw, fwiw, I have an AA and a BA in mathematics, my initial area of teaching certification is mathematics, I teach engineering at a suburban high school in Maryland, I train other teachers to teach aerospace engineering, I write automotive cybersecurity curricula

      Bullshit. Link to a program or curriculum if I’m wrong.

      it was my understanding that such should be the exclusive goal of libertarianism… but I guess not.

      Given the absolute wordiness and complete lack of meaningful substance of the rest of your post, this complete failure to grasp the fundamentals doesn’t surprise me one iota.

    3. Libertarianism has zero to do with forcing people to accept new trendy Social Justice goals.

      Part of the reason that inner city kids perform worse is because Democrats have mostly run those cities for 60+ years. The teachers are shitty, the education cirriculum is shitty, and the kids don’t want to learn. There are exceptions of course, but clearly this is the problem.

      Some kids will dig ditches and some kids will go on to lead wealthy lives. Give them all a level starting line and let Natural Selection do its job.

      1. Not woke, natural selection has a disparate outcome.

        1. Haha. Well, the pie chart of human innovation and progress has a decidedly um, pale hue to it.

    4. Unfortunately, several SCOTUS decisions since then have allowed stagnation or drops in performance measures as well as rapid residential and educational resegregation, leading our public (and private) schools to now be more segregated than they were in 1972.

      This is pretty denigrating to black Americans. Entirely without SCOTUS rulings one way or the other and by a shit-ton of different metrics the performance gap between *Africans* and Americans is closer now than it was in 1972 but the gap between Americans and African-Americans has, supposedly, regressed back to 1972.

      I leave it up to you to explain the disparity between Africans and African Americans as either a failure of culture or failure of teaching, your choice. However, as part of your assignment, you should discuss how in nations like the UK and in regions like Europe and Asia, where no distinction is given to such SJW idiocy, the performance gap for ‘blacks’ is narrower, to the point of non-existence, virtually across the board.

      1. So pandering is not helping? Go figure!

        Haha.

    5. There is nothing wrong with incorporating meaningful subjects and elements into any learning curriculum, but at some point do you not have to still teach math? An equation is an equation by any other word.

    6. it is absolute fact that much of the mathematics that we know was developed by the Greeks prior to the first burning of the Library at Alexandria

      This is not true. The ancient Greeks developed arithmetic and Euclidean geometry. Algebra came many centuries later, trigonometry a few centuries after that, then analytic geometry in the 14th century and calculus in the 17th.

      it was only preserved by traders who traveled the routes from what is now Morocco to India

      This is just nonsense. I assume you’re talking about the Arabs? They learned this stuff during the Baghdad Translation Movement of the 8th-9th century when Greek texts were translated en masse into Arabic. Mathematical study in India is a separate tradition, and that’s where trigonometry and “Arabic numbers” originated.

      Copernicus did not develop the geocentric model on his own

      Right – he developed the heliocentric model. The geocentric model is normally attributed to Ptolemy.

      it was an extension of Arab/Indian models hundreds of years old.

      Again, nope. A heliocentric model had been suggested before, but what had been not-unheard-of among Arab, Persian, and Indian astronomers was to question the Ptolemaic model of a completely static Earth at the center of a moving Universe. The possibility of points other than Earth being central had been raised, but there were no heliocentric “Arab/Indian models hundreds of years old” at the time of Copernicus.

      For all of your arrogance and credentialism, you are a bit fuzzy on the area you claim expertise in.

      it was my understanding that such should be the exclusive goal of libertarianism

      The exclusive goal of libertarianism is liberty. Not clear why you would have thought otherwise.

      1. This is not true. The ancient Greeks developed arithmetic and Euclidean geometry. Algebra came many centuries later, trigonometry a few centuries after that, then analytic geometry in the 14th century and calculus in the 17th.

        Addition and subtraction are expected to come to the Democratic party in late 2375.

      2. Copernicus actually attributed the heliocentric model to Aristarchus of Samos, who of course was Greek. He posited that the center of the Solar System was the sun, and that the planets orbited around it. Additionally, he put the known planets in the correct order and even hypothesized that the stars were bodies like the Sun, just farther away from Earth. It’s just that Copernicus and others were able to eventually prove that it was a better model that he is the one remembered.

      3. Created an account specifically to say that I have never seen a Dresdening of an idiot as ruthlessly executed as this post. This is a gem. Thank you.

    7. I am currently working toward my MA in Cultural Proficiency Leadership in Teaching

      Gee no shit? You’re regurgitating all the right fact-free buzzwords, so if you really apply yourself you might just achieve your dream of becoming a high school counselor in another 3-4 years.

      1. You’re regurgitating all the right fact-free buzzwords

        Complete with being ignorant of his actual subject area.

    8. btw, fwiw, I have an AA and a BA in mathematics, my initial area of teaching certification is mathematics, I teach engineering at a suburban high school in Maryland

      You have a math degree and you’re teaching engineering in a high school. Bullshit.

      1. Does after-school Lego robotics count?

        1. Not to those of us with actual engineering degrees.

      2. You have a math degree and you’re teaching engineering in a high school. Bullshit.

        An Associate’s and B*A* in math, working towards an MA in shitty cultural soft science has “teacher’s union flunky” written all over it. They didn’t get a BS because they liked math or were highly proficient at it and then decided to teach. They likely got their GED, got tired of flipping burgers, and the local grade school needed a sub, so he got his associates, paid his union dues, and somebody laid out his “career path” from there.

        1. I missed the BA part. Yes, many schools offer both BA and BS in mathematics, depending on whether you want to be a teacher or a skilled mathematician.

          1. I got a BA by taking logic courses in the philosophy department before my school added a logic class to the math catalogue.

            The school ACTUALLY offered a math education track, where half their credits were education and half math. Those people were dumb as bricks.

    9. we incorporate reading in the math classroom and history in the English classroom, etc.

      We did that 40 years ago, too. In math courses, we read a math textbook.

      1. Word problems, the bane of every 6th graders existence.

    10. I am currently working toward my MA in Cultural Proficiency Leadership in Teaching.

      Says a lot. I’m guessing it’s not from West Point.

    11. If you want to teach math history, then teach math history,

      Just don’t call it math.

      Also, social justice is not justice in much the same way that root beer is not beer, cheerwine is not wine, and ginger ale is not ale: made to superficially resemble the genuine article with absolutely none of the actual substance.

      1. Trans women are not women?

      2. Also, social justice is not justice in much the same way that root beer is not beer, cheerwine is not wine, and ginger ale is not ale: made to superficially resemble the genuine article with absolutely none of the actual substance.

        However, mead is, in fact, the nectar of the gods.

    12. Further evidence we keep telling children what to think as opposed to how to think.

      1. HOW to think? What if they made the wrong choice?

        /Prog.

        1. It is funny that when I first saw Dead Poets Society, it was a pleasure against conservatism. The message still stands, but the players have flipped positions.

          1. “At their age? Not on your life.”

            I remember that scene, too.

    13. “Furthermore, it is also fact that performance measures on standardized tests like the PSAT, ACT, and SAT show marked racial bias that persists even when controlled for income…”

      You mean those things that test what we actually know? Maybe, just maybe, the fact that “[i]n the mid-80s, the “achievement gap” reached its narrowest point” is due to the fact that we’ve been teaching nonsense like this in the decades since then.

      1. All Larry Sommers about race and standardized testing. The truth is out there.

    14. Copernicus developed a heliocentric model. That’s a pretty big own goal there. But the ancient greeks had similar models well before then as well.

      How does one “train teachers who teach aerospace engineering?” Considering one of my degrees is aerospace, all of my teachers were full phd faculty with a couple of adjuncts from industry thrown in. Are you claiming that you are faculty with a BA in mathematics? Or are you claiming that aerospace engineering, which requires many basic science prereqs such as calc, classical physics, and thermo, os a topic taught in high school? What constitutes “teaching” aero to you? The year of fluid dynamics? Statics and deform? Aerodynamics? Control theory? Heat transfer? Structures? Do you even understand what I’m asking.

    15. btw, fwiw, I have an AA and a BA in mathematics, my initial area of teaching certification is mathematics, I teach engineering at a suburban high school in Maryland, I train other teachers to teach aerospace engineering, I write automotive cybersecurity curricula, and I am currently working toward my MA in Cultural Proficiency Leadership in Teaching.

      Can you multiply and divide single-digit numbers in your head? I’ll bet you can – because you were taught this “culturally inclusive” math stuff in addition to math and not as an alternative to actual math. We’re (most of us, anyways) pretty sure all the Seattle kiddies are getting taught about math is all the wokeness crap, and – as somebody has repeatedly pointed out – they’re not going to be able to make change from a 20 at the drive-thru.

      (True story – I’ve told it before here – my brother and I went into a Hardees for biscuits, my brother hands the kid a 20. The kid leaves off the decimal point and rings it up as $2000 cash tendered and then starts scratching his head. Calls the manager over, we figure he’s new, doesn’t know how to cancel out a sale. But no, he’s asking the manager about getting cash out of the safe because he doesn’t have the $1991.55 in the drawer for our change. How innumerate does somebody have to be that it doesn’t even occur to them that those numbers can’t possibly be right?)

    16. So you have a BA in math. Mind you, a Bachelors of Arts, not science. What do you think qualifies you to teach engineering?
      I taught AP Physics for 8 years. I have a BS, and an MS in Mechanical Engineering (with a minor and 1 year of graduate work in physics). Did you ever actually work as an engineer? Your entire post is a perfect example of what is wrong in education.
      When I went back and got my teaching certificate, the people in my education classes were proof positive why public education is the way it is. The vast majority of them (from elementary education through HS math and science) were dumber than a box of rocks.
      I am sorry if I am offending you, but one of the whole reasons that math, science and engineering are beautiful is that they don’t give a flying fuck what color your skin is, what country your parents are from or what orifice you stick your genitals into (or which of your orifices you have others genitals inserted into). c = 3×10^8 m/s. Carbon steel with a certain microstructure has a given modulus of elasticity. Copper at room temperature has a specific resistivity. And U-235 nuclei have a particular half-life. It doesn’t matter if you are a Pakistani graduate student, a Chinese post-grad, or a German professional engineer.

    17. Read the mess put forth by dquintonschein .

      This is exactly what I mean. This person truly believes that he is not only educated–but educated and able to teach others–while writing what is, unequivocally, idiocy.

      This creature is creating a generation that will be even more idiotic than himself.

      Bridges falling will be the least of our problems. I’d say ‘think Idiocracy’, but underlying the world of Idiocracy, there was clearly a previous generation that set up a lot of automatic machinery for the moronic people who would follow them. Dquintonschein and it’s ilk are doing their damnedest to see to it that the moron generation hates and mistrusts the substructure that allowed that world to barely function.

      Everything from the past is racist, sexist, homo and xeno phobic and above all, dangerous and must be avoided. The Woke can create new ‘historical’ narratives as they need them.

    18. “On a separate note, I always find it a bit ridiculous when a “libertarian” site decries attempts at social justice; it was my understanding that such should be the exclusive goal of libertarianism… but I guess not.”

      “Social justice” proceeds from the barrel of a gun so yeah, we’re against it.

  27. If math is too daunting for students, a better option would be for schools to stop making it mandatory.

    wat?

    How do you get to the point in life where you write this? I bristle at *mandatory*, but every individual needs to know math. Just like each individual needs to know how to read and write.

    Maybe I’m missing something.

    1. Depends on the level of math. Arithmetic, sure. Algebra? Geometry? Trigonometry? Calculus? How far do you go? None of them are necessary in the day-to-day lives of most people.

      1. Learning how to think is

        1. There are many ways to think that do not require math.

          I see you also declined to specify what level of math, or to distinguish math and arithmetic.

      2. Most schools only require algebra 1 through the end of high school. Some have options to replace it.

      3. Basic algebra and trig can come in pretty handy in carpentry, sewing, and anything else involving shapes and design.

        The basic concepts of calc are simple enough to master, and give a very different insight into how you might solve a problem, even if you don’t actually use formal calculus.

      4. None of them are necessary in the day-to-day lives of most people.

        http://freakonomics.com/podcast/math-curriculum/

      5. Depends on the level of math. Arithmetic, sure. Algebra? Geometry? Trigonometry? Calculus? How far do you go? None of them are necessary in the day-to-day lives of most people.

        And to somewhat contradict the vague conclusions of the podcast, learning geometry can teach a kid how to think in a logical and analytical way. It also helps with spatial reasoning and thinking. Trig and calculus can also help kids learn how to attack a problem from different perspectives.

        And anyway, most kids really don’t know what they want to do when they grow up, so no one knows how many want to be in a STEM field. It really helps to learn these math disciplines early so that it’s embedded while their brain is developing and whatnot. I don’t mean they’ll remember trig theorems or how to do LaPlace transforms, but they have a good chance of being better at analyzing and solving problems.

        1. I do agree. To understand some of the basic propositions of trig, geometry and yes, calculus can improve the ability of anyone to become a better problem solver.

    2. It was written by a journalism major.

  28. I don’t understand. If someone sucks at math, they need to blame the Arabs? If you can’t figure out double entry bookkeeping, some Italian monk is to blame? How is it “oppression” to borrow some great finding or invention or food that another culture has come up with? (Or dissuade from borrowing the worst aspects of another culture)

  29. I was among the first inoculated with New Math. My 7th & 8th grade textbook was stapled together – big staples, true – and the instructor was also author -Bill Devenney IIRC. Then it took me three years to pass traditional HS math. Then Admiral Rickover straightened me out and I practiced math – calculus – for my career in nuclear power. Discipline and experienced teachers were the key.

    1. And these measures attempt to undermine both.

  30. Tracy Castro-Gill, Seattle’s ethnic studies director

    Their first mistake: having an “ethnic studies director”.

    deepening students’ connection with identity

    Second mistake: thinking that deepening students’ connection to “identity” is a good idea.

    Eventually, bridges are going to start falling down. That too will be the fault of Whiteness.
    That’s a hyperbolic statement.

    That’s true. What will happen is that bridges will no longer be built.

    1. As long as it is not a White Identity….

  31. D. Quinton Scheins where the sun don’t.

  32. Oh come on, it’s all just kids on Tumblr. It doesn’t really affect people in the real world!

  33. So instead of teaching the principles of mathematics, we will be marinating the students in the political, dogmatic, stupid part of the humanities. That won’t cause any damage down the road.

  34. I fully support liberal policies to make everyone else’s children less competitive to mine.

    1. So you want your kids to have to support their drooling bastards?

  35. Math is oppressive?

    Well, 3/5ths of it, anyways.

  36. Articles like this are actually quite useful in helping me weed out resumes from potential job applicants “educated” in locations like Seattle. I’d hate to hire an engineer who would be mathematically inept thanks to the educational system he/she was subjected to.

  37. I’m concerned that Rod Dreher is excessively optimistic and that the bridges have already begun falling down: https://www.miamiherald.com/news/local/community/miami-dade/article236483393.html

    The accident at FIU seems inexplicable if the people involved had what has been considered “common sense”.

    1. In fairness, I think that incident is more of a study in “Someone Else’s Problem” Syndrome rather than poor math education.

      1. In a draft of its probable cause finding read aloud at the hearing, the NTSB said the collapse was caused by “the load and capacity calculation errors made by FIGG Bridge Engineers, Inc., (FIGG) in its design.”

        1. FIGG’s errors, Sumwalt noted, would have been caught “before concrete was ever poured” if an adequate peer review of the bridge plans had been performed.

          * * *

          The NTSB also cited “the failure of [general contractor] MCM; FIGG; [inspectors] Bolton, Perez & Associates Consulting Engineers; FIU; and the Florida Department of Transportation to cease bridge work when the structure cracking reached unacceptable levels and to take appropriate action to close SW 8th Street as necessary to protect public safety.”

          Yes, there was a calculation error. Because the engineer didn’t take enough math classes? Unlikely.

          Was the lack of adequate peer review due to poor math education?

          Was the fact that everyone saw the cracks but chose to ignore them due to poor math education?

          Was choosing to perform repairs on a clearly failing bridge while traffic continued to flow under it due to poor math education?

          It’s like saying the famous train tragedy at the center of Atlas Shrugged was because someone made a math mistake on how long it would take the train to get through the tunnel.

          1. Nice speculative response. Just hand wave it away.

            Peer review is an extra check, but it doesn’t actually solve anything if there isn’t an error in the first place. How does the peer review happen without math? Do you think interpretive dance is involved?

            Can you explain how the primary design error is “Some else’s problem?” Perhaps you think engineers aren’t responsible for their work–that they SHOULD rely on others instead of getting the design right. Is that your considered opinion working in the construction field?

            1. Holy shit, dude – did I run over your dog and not realize it?

              This is the hill you want to die on? Poor math education was responsible for this bridge collapse, and you’re going to pretend you don’t know anything about how construction works?

              How does the peer review happen without math? Do you think interpretive dance is involved?

              Where in ever-living fuck did you get that out of what I said?

              Can you explain how the primary design error is “Some else’s problem?”

              Yes. The engineer did his calculations carelessly and didn’t double-check them because he thought someone else would.

              Perhaps you think engineers aren’t responsible for their work–that they SHOULD rely on others instead of getting the design right.

              Why am I not surprised that this is how you interpret what I said – my observation that they perceive the double-checking as someone else’s problem is me advocating that they don’t take responsibility for their work.

              Could your irrational hatred of everything I say be related to your willful misinterpretation of everything I say? Nah – I’m just a secret Prog.

              Is that your considered opinion working in the construction field?

              It has been my extensive experience working in the construction field that most everything should be back-checked as a matter of principle and basic safety, even if it may offend the egos of the engineers. I’m guessing you engineer on a smaller and more lonely scale.

          2. And I would add in the sentence you elided before peer review:

            The unique concrete truss bridge was designed by Tallahassee-based FIGG Bridge Engineers. The firm’s engineering design work was repeatedly criticized at the hearing. So was FIGG’s failure to realize its non-redundant design was failing in plain sight.

            (emphasis mine)

            So in your considered engineering opinion do you think it is good engineering practice to have inadequate safety margins or built-in redundancy? Do you think there is any way to assess that without using math? Do you think that math plays any role at all in that assessment or in engineering in general? Do you think that anything besides the color of the bridge does not have a mathematical component to it in structural engineering?

            Do you understand that the same wokeness discussed in this article isn’t limited to just math education?

            1. And I would add in the sentence you elided before peer review:

              Says the guy who elided the whole fucking finding except the narrowly cherry-picked part that bolstered his wildly bizarre assertion.

              Yes, the engineers fucked up. I don’t know why you think I’m saying they didn’t. There were a lot of fuck-ups here, one of which was a math error.

              What were the rest? Why does my characterization offend you so much?

              So in your considered engineering opinion do you think it is good engineering practice to have inadequate safety margins or built-in redundancy? Do you think there is any way to assess that without using math? Do you think that math plays any role at all in that assessment or in engineering in general? Do you think that anything besides the color of the bridge does not have a mathematical component to it in structural engineering?

              Again, where in ever-living fuck are getting this from? Where do I claim that you don’t need math for engineering?

              Are you saying we should just rely on the god-like engineer to never make mistakes? We should just take their drawings and hand them to a contractor without a second glance and say “go for it?”

              I know that’s not what you’re saying because I know you’re not an idiot. Do me the same courtesy.

              Again, let me point out that you’re taking me saying “this wasn’t exclusively a math error – it was more about negligence in the approval and construction process” and turning it into “math has nothing whatsoever to do with this and you don’t need math for engineering.”

              And you accuse me of not being able to see the middle between dualistic extremes.

              Projection ain’t just a river in Egypt, buddy.

  38. They better be careful raising the subject about inequities in a math class. You might just get a few people who start googling race and IQ…

    “explain how math has been used to exploit natural resources,” and “explain how math dictates economic oppression.”

    Literal Marxism. Give the CCA some teeth and let’s start enforcing it.

  39. For as long as I’ve been alive (48 years), public education seems to get progressively worse for each generation. I wonder how much of this has to do with the fact that since the 1970s, some group of experts comes along every few years with a solution for the achievement gap problem that generally involves dumbing down the curriculum and putting more technology in the classroom to serve a more diverse student body. This wasn’t a problem so much back when teachers taught the core classic subjects and weren’t forced to teach to standardized tests. Not saying things were better then, but the students at least graduated high school with a minimal competency.

    1. Back in my day, we still had “tracking” – when you got to junior high you were put into A, B, or C level (you could switch if you wanted to if you talked to the guidance counselor) with A being college prep, B being general and C being vo-tech. A track took two years of algebra, geometry, calculus and trig, B track got algebra and accounting, C got basic business/home ec math (balancing a checkbook, calculating interest rates, setting up a budget, that sort of thing) and that seemed to work fine. You can’t segregate the smart kids and the dumb kids* that way any more, it’s harmful to the kids’ self-esteem to tell them they just don’t have what it takes to be a rocket surgeon and maybe they should set their sights on being a plumber.

      *Note that I’m using “smart” and “dumb” merely in terms of book-learning, one of the smartest kids I knew in school was practically illiterate but he could rebuild a car engine blindfolded and I’m pretty sure he was never going to have to worry about a paycheck. And a good plumber makes more money than most rocket surgeons – you’d be surprised how much money people are willing to fork over when their basement is slowly filling up with raw sewage and you’re their only hope for stopping it.

      1. Yeah… this is what we need back.

        Disparate impact declared it racist.

    2. I have to disagree. We may have had more upper schools, but we had a LOT of schools that were far worse.

      One example I love to cite is “October Sky”, where basic trigonometry equations are used to show that the protagonist is exceptional. Calculations everyone in my school learned in 8th grade.

      Similarly, many people in our parent’s generation, especially in extreme urban or rural areas, graduated high school almost completely illiterate. For all the faults of standardized testing, it does work to ensure that you must have the extreme-base minimum level of competence. At the very least, you must be able to read.

  40. Math wasn’t the only subject the person who thought this up wasn’t any good at.

  41. Yeah, let’s get rid of the concept/symbol for zero, since “we” (the Arabs, actually) stole it from India. Let’s get rid of Arabic numerals, since we stole those from the Arabs. While we’re at it, how ’bout Roman numerals, so that we don’t know what year a movie was made?

    After that, we can start giving back the Latin alphabet.

    Right…. we stole it all! Cultural appropriation!!

    Ideas are *shared*, not stolen. (And Stollen is good with coffee!)

  42. This means less competition for me in the job market. All the kids coming out of those schools will be way too stupid to compete.

  43. “Each of these statements are debatable, but they are not being presented as such.”

    No Robbie, the statements to which you refer are not debatable. They are utter horsesh!t. The provenance of those “ideas” are Marxist and the intent behind them has always been to divide Americans and weaken our society. Your nonsensical attempt to appear fair minded in reference to complete stupidity is pathetic. Math is not racist nor does it have any impact on racial equality. Math is math. 2 +2 = 4 in Egypt as well as England. Standardized testing was adopted as an admission tool for higher education precisely to level the playing fields between a wealthy and connected mediocrity like John Kerry who graduated from a high falutin, eastern prep school and some kid in Omaha who went to public school and whose parents went to a state, teacher’s college. The fact that the left puts people into groups and then blames any discrepancy in outcome on discrimination doesn’t mean that standardized testing or mathematics are actually racist or tools of white supremacy. It merely means that Antonio Gramsci’s political tactics were employed by the left during and after WWII and they have controlled schools of education for decades now. The left has injected its noxious ideas into the academy and we are now experiencing the destruction ofour educational institutions that they always intended.

  44. “Ethnic studies” is an ideology, not a process or set of facts. It has no place in “primary education”, much less being funded by taxpayers.

  45. “‘Eventually, bridges are going to start falling down.’ That’s a hyperbolic statement.” The fuck it is. That’s a factual statement. It’s a literal statement. It’s going to be the reality. You can’t be a surgeon or an anesthesiologist or a mechanical engineer or even a goddamned nurse without math. Real math, not that Communist Core idiocy.

  46. “Seattle is definitely on the forefront with this,” said Robert Q. Berry III

    Forefront of a very tall cliff over-looking a hell of stupidity.

  47. Students will be able to “identify the inherent inequities of the standardized testing system used to oppress and marginalize people and communities of color,” “explain how math has been used to exploit natural resources,” and “explain how math dictates economic oppression.”

    Are you f’in kidding me? I’m sorry, but when I see this, I am reminded of Einstein’s quote on intelligence: Intelligence is finite, but stupidity is infinite.

    On second thought, maybe I should cheer them on. They’ll just fail quicker if they start now. 🙂

  48. Again, Soave is just making up quotes. Just where did “ancient mathematical knowledge has been appropriated by Western culture” come from?

  49. Readin’, ‘ritin’ & ‘rithmatic are needed for success. Those who don’t master those will end up as sheep. Or let least whiny minions who will need their diapers changed well into adulthood.

  50. Soave misses the point – the major goal of “public education” is and always has been to indoctrinate students in politically correct viewpoints.

  51. ALL math may be overgeneralizing, gonna have to side with Seattle on Diff. Eq. One suspects, however, that the agenda is to phase out voters who can convert Fahrenheit to Celsius and verse vice-a. From just such “gateway conditioning” it’s a slippery slope to becoming a full-fledged, anti-Antifa, misanthropic global warming 97% settled science consensus denier!

  52. Insanity this pervasive in the educational field? How can this be stopped in a practical way? Round them all up and put them all to the sword? I’d volunteer and bring my own blade.

  53. to “identify the inherent inequities of the standardized testing system used to oppress and marginalize people and communities of color,”

    Having authority figures stress to malleable minds that standardized testing is evil will certainly not motivate the kids to take standardized tests seriously. Does anyone seriously buy in to the people making standardized tests are out to oppress and marginalize. I was under the impression that standardized tests were a measure of subject matter mastery (or not). Perhaps the SJW elites “guiding” young minds expect that racial quotas will get the oppressed and marginalized population into higher education regardless of any standardized test results. Headcount matriculating to higher education based on skin color seems to be an important metric, not long term success.

    Making math optional sounds like a real step back. I make a good living in the tech sector applying math. Products of the Seattle SJW curriculum could not make it through the door in tech by internalizing the stated objectives stated by Tracy Castro-Gill, Seattle’s ethnic studies director.

    Understanding math leads to understanding statistics which in turn leads to understanding how politicians make up BS and support it with twisted statistics (Listen carefully to the last Democrat debate for the artful application of twisted statistics).

    Science history is interesting but separate topic from math. The anti western spin from the luminaries in Seattle will make a fundamental subject more confusing. A good curriculum might focus on WHY math is a valuable skill giving the subject of math context. Math is the basis for understand how everything works, except for SJW thought processes, which seem to defy logic constantly.

  54. As Arabic-rooted words like “algebra” and “algorithm” convey, a significant amount of math, like a significant amount of “Western” philosophy, was developed by Arab and other non-Western philosophers during key parts of history, especially the Middle Ages, when Western Europe was often behind other parts of the world. It wouldn’t hurt to mention this. It Is factual historically to say that math is by no means a purely Western development.

    If a curriculum teaches the history and sticks to the facts, it’s no problem.

    1. It wouldn’t hurt to mention this

      Of course it would.

      Because it’s wrong.

  55. Let’s actually call these individuals out for exactly who they are, they are racists. These ignorant individuals have the audacity to say math is racist? There is nothing less racist than math. Learning math creates freedom and allows you to do things you would not be able to if you did know math. Teaching a student math leaves the individual with the ability to be self reliant. If a individual does not know math they cannot pay their own rent, utilities, balance their budget for food, ect. Maybe the morons that suggested this try working in a bank when an individual comes in and doesn’t have the ability to balance their own checkbook. Maybe they need to work as a checker and experience when someone comes in to buy something tosses the handful of change on the counter and cannot understand that even though they have a handful of change it doesn’t cover what they want to purchase. The individual will either get frustrated throw the item at the cashier, spit on the cashier or even threaten bodily harm because they are unable to count out the correct amount. The only individuals that would even suggest this are those that hate individuals of other races and prefer to keep those individuals at the lowest end of the economic ladder. If they cannot add and subtract then they will need someone from government to assist them which in turns creates jobs for liberals, nothing else is gained by keeping people ignorant.

    1. ^ +1000. Couldn’t agree more.

  56. This is all a colossal load of shit, a scam perpetrated by race hustling ed school activists and frauds. Look up Filiberto Barajas-López at the University of Washington and the biggest turd in the commode, Rochelle Gutiérrez from the University of Illinois, and see who the major con artists are involved in this fraud. Look at their bullshit credentials, the made-up titles, and the utter lack of knowledge and background in actual mathematics.
    This has nothing to do with making mathematics more accessible or as that pretentious inane douche mtrueman tries to claim, teaching kids the “beauty” of mathematics. It’s about covering the asses of incompetent teachers and pushing an agenda of victimhood so useless Freire acolyte hacks like Gutierrez can keep riding the gravy train on the backs of kids denied the opportunity to learn subject matter that opens opportunities for them as self-reliant citizens later in life. As always, the biggest miscreants are the spineless, sniveling affluent white liberals who stick their dicks between their legs and allow themselves to be bullied into approving this garbage at risk of being called racist.

  57. Dumb idea. My very liberal school district would never go for it because they want their kids to get into good colleges.

  58. 12-3=15? (In the header image.) Maybe they should start teaching Math to begin with!

  59. It’s disappointing to rob students of one of the few entirely a priori fields they will ever be exposed to. This article even suggests limiting the amount of math classes that are required. I’m unsure if the writer is aware, but Calculus III is not required to graduate. If the students are unable to manage basic algebra classes, we should abandon the youth and acknowledge the human race has run its course.

    Regarding the subject of the article; teaching math is racist/classist/sexist/istist before even teaching math creates an adversarial relationship that will trap impoverished students and hinder their ability to leave poverty. If the goal is to lower everyone to the lowest common denominator, this proposal is on the right track.

    I’m optimistic parents in Seattle will see through this charade quickly, and evict the ticks that propose such deleterious nonsense. By definition, good parents do not squander their children’s education, and I do believe good parents are everywhere.

  60. This is just insane. When was the last time this school district focused on actually teaching kids rather than indoctrinating them. No wonder kids come out of these institutions frustrated, fearful and unable to think for themselves. I fear this is just the outcome these leftist democrats want. The kids are brainwashed to believe that man-made global warming is the greatest threat to them when, in reality, it is that person posing as a teacher that has just ruined their future.

  61. This whole article is just a lampoon of the progressive education idealogy, right?

    Its not true about what the article states Seattle school district is proposing?

    No one could be so mindless and unintelligent to suggest any connection between math curriculum and ethnic studies, unless they are suggesting some groups are unable to understand basic mathematics principles?

  62. 191025 reason.com 2019 10 22 seattle-math-oppressive-cultural-woke

    the people who conceived and/or are promoting : teaching this Hate America to destruction ‘stupid social justice diversity ‘Kommunist agenda that math is racist should be fired – sued to destruction – de-certified and prosecuted for promoting racial animosity and hatred using the public educational systems.

  63. Today;
    Oppression – When reality compulsively contradicts ones ideology.

    Yesterday;
    Common-Sense – When reality compulsively contradicts ones ideology then the ideology is faulty (i.e. Stupid).

    I wonder how many taxpayer dollars were spent “teaching” students how to replacement the word “common-sense” with “oppression”.

    Today, “I’m poor because I’m oppressed!”
    Yesterday, “I’m poor because I don’t do anything anyone else wants to pay for.”

  64. NCTM math came to California in 1992, rolled out to classrooms in ’95.
    Pushed out in 1999 by parents and math professors with pitchforks but the guy, Phil Daro, who wrote the Frameworks document got hired with Gates Foundation money in ’06 to write the Common Core math standards, and now it’s coast to coast.

    The crap math in Seattle is just Common Core math stripped down to its essential nothingness.

  65. “…we individually much prefer to just abdicate governance responsibility to others.”

    Preamble to the Deep State? Studydriller

  66. Even if this ridiculous initiative is stopped, another crazy one will crop up in no time in science, social studies, or writing. It is no wonder that parent-led, home-based, not-tax-funded education (homeschooling) is growing in Washington and all around the world amongst a diversity of people – dark- and light-skinned; rich and poor; urban and rural; high- and low-income; Hindu, Jew, agnostic, pagan, or Christian. The home educated perform better (on average) academically, socially, and into adulthood than those who attend public/government schools (see research below). In the peer-reviewed Journal of School Choice review of only peer-reviewed research, Ray showed (2017) that 78% of the studies found that homeschooled students and graduates performed significantly better than their conventional or institutional school peers and institutional/conventional school students performed significantly better in only 4% of the studies https://www.nheri.org/a-systematic-review-of-the-empirical-research-on-selected-aspects-of-homeschooling-as-a-school-choice/) Whether the propaganda in State-run schools is leftist, centrist, or rightist; heterosex-only or LGBTQ-ism; socialism, neo-Marxism, or hard-handed capitalism, freedom-loving parents do not want their children indoctrinated by the State.

  67. Even if this ridiculous initiative is stopped, another crazy one will crop up in no time in science, social studies, or writing. It is no wonder that parent-led, home-based, not-tax-funded education (homeschooling) is growing in Washington and all around the world amongst a diversity of people – dark- and light-skinned; rich and poor; urban and rural; high- and low-income; Hindu, Jew, agnostic, pagan, or Christian. The home educated perform better (on average) academically, socially, and into adulthood than those who attend public/government schools (see research below). In the peer-reviewed Journal of School Choice review of only peer-reviewed research, Ray showed (2017) that 78% of the studies found that homeschooled students and graduates performed significantly better than their conventional or institutional school peers and institutional/conventional school students performed significantly better in only 4% of the studies https://www.nheri.org/a-systematic-review-of-the-empirical-research-on-selected-aspects-of-homeschooling-as-a-school-choice/) Whether the propaganda in State-run schools is leftist, centrist, or rightist; heterosex-only or LGBTQ-ism; socialism, neo-Marxism, or hard-handed capitalism, freedom-loving parents do not want their children indoctrinated by the State. Get your child out now.

  68. How incredibly fscking stupid!

    But then, that’s pretty much true of everything about the Left.

  69. How foolish. Talk about the law of unintended consequences!

    I was the high school dropout who worked as a laborer and farm hand, even living with migrant Mexicans, before deciding to go to college, where I ended up lecturing my math professors on my new theorems. One key to my late development was surely the “new math” I was taught in Middle School: Nothing really new about it, but it did implant the basic ideas of geometry (infinitesimal points, lines, etc.) in my still developing brain. Implants that led to ideas that still may someday shake the mathematical world. Good thing I didn’t live where the ideas proposed in Seattle had taken root, else I might not have had the basis to build more complex reasoning on. The neurons need to grow in a still young brain. So go head, Seattle, and handicap your students for life. Surely your “social justice” is worth it. And when your progeny are thus disadvantaged adults, this will give you one more “social justice”issue to prosecute. You need to pull this program up by the roots NOW.

  70. How foolish. Talk about the law of unintended consequences!

    I was a high school dropout who worked as a laborer and farm hand, even living with migrant Mexicans, before deciding to go to college, where I ended up lecturing my math professors on my new theorems. One key to my late development was surely the “new math” I was taught in Middle School: Nothing really new about it, but it did implant the basic ideas of geometry (infinitesimal points, lines, etc.) in my still developing brain. Implants that led to ideas that still may someday shake the mathematical world. Good thing I didn’t live where the ideas proposed in Seattle had taken root, else I might not have had the basis to build more complex reasoning on. The neurons need to grow in a still young brain. So go head, Seattle, and handicap your students for life. Surely your “social justice” is worth it. And when your progeny are thus disadvantaged adults, this will give you one more “social justice”issue to prosecute. You need to pull this program up by the roots NOW.

  71. So in school systems where they teach real math the students will excel and get the good jobs. While the people who were not taught real math will fall behind, get lower test scores, and be radicalized a riot in the Streets as they do in Portland.

    1. Except the radicalized will get “good test scores” and the competent will fail the socialist system. Then all those “super” students will have to be bailed-out by their “failed” peers. Kind of like how the socialist system already is but even worse.

  72. You can’t sell socialism to a population that understands math.

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