The Oregon Department of Education launched an 82-page teaching “toolkit” on the 13th to achieve the guidelines of “fair math”. Its plan considers “accurate math” as the infiltration of white supremacy Culture and racism, which is reflected in the search for the right answer, and wants to “reduce racism in math” as the direction of education, which has triggered a hot debate among netizens.
According to the report, the toolkit mentions that “the notion that mathematics is objective is wrong, and teaching it is even less objective. The insistence that there are always right and wrong answers perpetuates objectivity and the fear of open conflict. For example, if you believe that there is an absolute answer in objective mathematics, such as 22=4, you would be considered “racist” because the other side of the spectrum does not believe that 22=4 will be vulnerable and fear “open conflict” with others. In addition, the toolkit encourages teachers to come up with at least two answers to questions, rather than insisting on a single correct answer; to challenge standardized test questions by getting the so-called ‘right’ answer, and to justify other answers by unpacking the assumptions made in the questions.
However, in response to such an educational program, there is another school of thought that points out that mathematics represents factual, objective answers, and that just because mathematics itself is free of bias and does not yield different results depending on the color of one’s skin, mathematics can be considered a summary of the laws of how the world works.
However, this is not a recent trend in the U.S. mathematics teaching community. This teaching guide was published as early as 2001, and CNN also published an article in 2016 calling “math racist”; in 2017, two national mathematics teachers’ associations in the United States jointly published a report arguing that there is “institutionalized discrimination” in U.S. mathematics education through standardized test scores in mathematics, which will prevent students of certain races, genders, and even classes from learning high-end mathematics and create The report argued that math education in the United States is “institutionally discriminatory,” and that standardized math test scores will prevent students of certain races, genders, and even classes from learning high-end math, creating social inequality.
In response, the magazine American Thinker published an opinion piece on the 14th, in which contributor Andrea Widburg stated that the three leftists have dealt with education issues in the past based on the belief that “minorities cannot meet basic education standards, and the only way to achieve “equality” for the left is to lower standards or abolish them altogether. standards. He argues that the left seems to believe that minorities cannot achieve higher levels of education, and therefore, for the sake of so-called racial equality, they would rather “destroy an ideal school in the area” and mass the left “to create ‘equality’ by fooling everyone.
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