This is Only Proof of our Poor Public School System!
Slacking Students Due to Poor Education
And THIS is why I chose to HomeSchool my children!
Social Justice rejects whose main problems are epic laziness and a severe lack of imagination. So, rather than attack the ACTUAL issue which is them and the dumbed down curriculums strewn throughout our illustrious public school system which has ranked our nation at the bottom of a very deep barrel of other nations students, they rather just point the finger at racism! BECAUSE, like GUN CONTROL, it is never about the human element involved, it is always about the non-sentient element which must be to blame! In this case- MATH in General!
So, I have to ask, which students exactly are not doing well in BASIC math? In fact, doing so poorly that now their entire RACE is being affected by their complete lack of ability, desire, and drive? HEY, they brought up the RACE card, not me!
OK, all I hear is crickets so I will be forced to guess out loud here; Colored children and Hispanic children are, in general not able to assimilate basic math; and the white kids, for the most part, must be doing better, or then how could we have a discriminatory issue?
SO! Is it skin color? Upbringing? Social tensions and stresses? or DNA that causes the low scholastic ability? Because I would be willing to bet my literal farm that these same kids are also doing poorly in most other subjects at the same time. So, is it really about that math? Or can we here who have ACTUAL brains and the ability for critical thinking agree that it is yet again another government system that was and continues to be complete shite on every level. I mean, it's not like we have international bodies tracking all countries academic levels to prove me as correct in that opinion. Oh wait, we do have international bodies tracking such realities and they all say America is nearly dead last!
Well, I guess we can thank these academic organizations as depicted in the article below for bringing the real issue to our attention- MATH!
American Public School Teacher
"Two national organizations of math teachers are on a mission to prove that math education is “unjust and grounded in a legacy of institutional discrimination.”
In a joint statement, the groups complain that making students "master the basics" leads to "segregation and separation," and call on math instructors to adopt a "social justice stance" in the classroom.
Two national mathematics organizations are on a mission to prove that math education is “unjust and grounded in a legacy of institutional discrimination.”
The National Council of Supervisors of Mathematics (NCSM) and TODOS: Mathematics for All “ratify social justice as a key priority in the access to, engagement with, and advancement in mathematics education for our country’s youth,” the groups declared last year in a joint statement, elaborating that “a social justice stance interrogates and challenges the roles power, privilege, and oppression play in the current unjust system of mathematics education—and in society as a whole.”
Math has "been used to educate children into different societal roles such as leadership/ruling class." Tweet This
Next month, NCSM and TODOS, along with a few other membership societies for math teachers, will host a free webinar drawing upon the principals noted in their joint statement, inviting any interested members of the public to join in hearing “A Call for a Collective Action to Develop Awareness: Equity and Soc....”
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The president of NCSM, Connie Schrock, is a math professor at Emporia State University, and multiple professors serve on the board of TODOS.
While the organizations hope that math can be used as a tool for social justice in the future, they also believe that math has historically perpetuated “segregation and separation,” asserting in their joint statement that “mathematics achievement, often measured by standardized tests, has been used as a gatekeeping tool to sort and rank students by race, class, and gender starting in elementary school.”
Citing the practice of “tracking,” in which pupils are sorted by academic ability into groups for certain classes, NCSM and TODOS argue that “historically, mathematics and the perceived ability to learn mathematics have been used to educate children into different societal roles such as leadership/ruling class and labor/working class leading to segregation and separation.”
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“In practice, children placed in ‘low’ groups experience mathematics as an isolating act consisting of fact-driven low cognitive demand tasks and an absence of mathematics discourse opportunities,” the statement contends, attributing the condition to “a pervasive misguided belief that students must ‘master the basics’ prior to engaging with complex problems [sic] solving.”
The groups also bemoan the “white and middle class” workforce of math teachers, fretting that it may not appropriately “reflect” the demographics of the communities in which they teach, such as immigrant or racial minority communities.
Social justice could be the key to solving these issues, they say, calling on math teachers to assume a “social justice stance” that “challenges the roles power, privilege, and oppression play in the current unjust system of mathematics.”
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NCSM and TODOS even provided detailed strategies that math teachers can use to promote social justice, such as advocating for increased “recruitment and retention of math teachers from historically marginalized groups” and challenging “individual and societal beliefs underlying the deficit views about mathematics learning and children, with specific attention to race/ethnicity, class, gender, culture, and language.”
But social justice work is nothing without accountability, they warn, declaring that “we must hold the profession and our organizations accountable for making a just and equitable mathematics education a sustainable reality.”
Campus Reform reached out to NCSM and TODOS for more information. TODOS did not reply, and NCSM President Connie Schrock declined to schedule an interview.
Follow the author of this article on Twitter@Toni_Airaksinen