Every record has been destroyed or falsified, every book rewritten, every picture has been repainted, every statue and street and building has been renamed, every date has been altered. And the process is continuing day by day and minute by minute. History has stopped. Nothing exists except an endless present in which the party is always right.
California seeks "culturally responsive mathematics education" - framework will have everyone learning at the same level for as long as possible
Great leap forward towards defeating racist math
As a result of the deeply ingrained racism in our society too many students are sorted into different math tracks based on their "natural abilities" - some will take calculus by their last year of high school, others - only Algebra 1.
The solution to this crass inequity is to prohibit any sorting until at least grade nine, keeping "gifted" children in the same classrooms as anyone else.
"The inequity of mathematics tracking in California can be undone through a coordinated approach in grades 6–12. In summary, middle-school students are best served in heterogeneous classes".
"The push to calculus in grade twelve is itself misguided".
"All students deserve powerful mathematics; we reject ideas of natural gifts and talents".
"The belief that 'I treat everyone the same' is insufficient: Active efforts in mathematics teaching are required in order to counter the cultural forces that have led to and continue to perpetuate current inequities".
"Teachers can support discussions that center mathematical reasoning rather than issues of status and bias by intentionally defining what it means to do and learn mathematics together in ways that include and highlight the languages, identities, and practices of historically marginalized communities".
"To encourage truly equitable and engaging mathematics classrooms we need to broaden perceptions of mathematics beyond methods and answers so that students come to view mathematics as a connected, multi-dimensional subject that is about sense making and reasoning, to which they can contribute and belong".
"An important goal of this framework is to replace ideas of innate mathematics 'talent' and 'giftedness' with the recognition that every student is on a growth pathway".
"There is no cutoff determining when one child is 'gifted' and another is not".
As a result of the deeply ingrained racism in our society too many students are sorted into different math tracks based on their "natural abilities" - some will take calculus by their last year of high school, others - only Algebra 1.
