Post: #1

I think we may be approaching peak insanity, I've gotten used to a lot of nonsense over the past decade or so, but this just made my jaw drop straight to the floor:

Quote:Math is 'unjust and grounded in discrimination,' educators moan

• 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.”

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 Social Justice in Mathematics Education.”

[RELATED: Teachers learn to use math as Trojan horse for social justice]

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.”

[RELATED: Michigan colleges drops math, considers diversity course instead]

“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.”

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 to 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.

Post: #2

Sounds like fake news but anything is plausible nowadays

Post: #3

I really really hope this is a fake.

I mean, this is on a retardation level that would surpass any previous SJW bullshit I have seen to date. And we've all seen plenty of bullshit in modern times.

Post: #4

Just when you think the SJWs have turned into The Onion or run out of things to complain about... They surprise you!

Post: #5

(08-23-2017 11:50 AM)Stallion Wrote:  I really really hope this is a fake.

I mean, this is on a retardation level that would surpass any previous SJW bullshit I have seen to date. And we've all seen plenty of bullshit in modern times.

Although I'm the OP I truly hope so too....

Post: #6

Post: #7

Marxist SJW's are our intellectual superiors. If they say trigonometry and calculus are awful, backwards, hateful, and white (the very worst thing), then it must be so.

My honky, algebra-capable ass weeps daily that my whiteness and my numeracy holds back entire continents of POC from their full potential. I for one think that proponents of social justice math need their own states, and even countries, where they can teach a new society of ethnically and sexually diverse people that 2 + 2 = 5 to escape the oppression that causality and the physical universe have subjected POCs, women, and LGBTQ+ persons for far too long.

Surely, those states and countries will be much more technologically and socially advanced; a shining city on the hill that will serve as an example and finally shut up anyone who wrongfully-- and hopefully soon illegally-- disagrees on even the slightest matter.

Post: #8

Eh. This argument has been around forever, they just found click baity way to spread it. Academics believe if we made all classes equal then every student would perform better and no child would be left behind. They believe that putting low IQ kids in a slower class will harm them in long run. Ignoring the idea that low IQ kids with single parents rarely keep up in any case. The funny part is schools have done programs where they put gifted children with low IQ and disabled kids. I was in such a program and it didn't work either. All I learned was that a sock puppet "anaconda" made by a mouth breather, was an A+ grade, while my realistic model of an armadillo was an A- because they weighted the grades. Long story short is that academia refuses to acknowledge that students are not made equal in terms of intelligence.

Post: #9

Biology is Sexist

History is Racist

now, Math is Cognitive Privilege




Apparently sometime during the current year, the absolute foundations of our Western Society and it's knowledge have all become evil tools of oppression.

Without a doubt we are witnessing a concerted effort to tear down the basis of truth and logic in our society, to be replaced with an Idiocracy.


Next up, Free Speech is Hate and Freedom is Slavery

Post: #10

https://www.youtube.com/watch?v=g31NG8OxhsU

My view on this subject

Post: #11

This brings back memories of them trying to get the "Jewish influence" out of mathematics.

https://en.wikipedia.org/wiki/Deutsche_Mathematik

This is one thing that today's hard left socialists would love to forget. The intellectuals of Germany (who weren't Jewish) loved Hitler.

https://en.wikipedia.org/wiki/Ludwig_Bieberbach

https://en.wikipedia.org/wiki/Theodor_Vahlen

And there was the physicist who won a Nobel Prize:

https://en.wikipedia.org/wiki/Philipp_Lenard

Post: #12

They're right. Discrimination is good though.

Post: #13

I'm sensing a lack of self-awareness on the part of these organizations. If math education is a tool of oppression, and you're all math "educators", doesn't that make YOU oppressors?

I suspect this shift in focus for math "educators" is motivated more by their inability to understand math themselves than by concern for their classroom victims. The more class time they spend teaching made-up idiotic social justice garbage, the less time they have to spend dealing with numbers and logic and icky stuff like that. Or worse, potentially having said victims discover that they don't actually know the material they're supposed to be teaching.

It always blows my mind, though, when I encounter this kind of brazen excuse-making. They identify a basic knowledge or skill and allege that the lack of same is an unconscionable injustice, then rail on and on about the unfairness of it all, spinning elaborate fantasies and conspiracy theories about how it's systemic oppression and targeted discrimination and intersectional whatever. They act as if the knowledge or skill in question were some sort of gnostic insight preserved for an elite, when in fact it can be learned for free by anyone with a little motivation - through books at the library, online courses, YouTube videos, etc. I know a number of homeschoolers, and it's truly eye-opening the free and low-cost comprehensive education resources out there for the taking.

But there's always, always some sort of excuse made in these situations. If you pointed out that these supposedly math-oppressed students could actually get all the remedial education they could possibly want or need for free, no barriers, there would be some new excuse offered as to why even that is unfair or unjust or what-have-you. It's like the Book Shop Sketch.

Post: #14

Quote: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.”

I foresee a time when low-IQ morons will be given diversity Nobel Prices for achieving jack shit, but MUH DIVERSITY.

Post: #15

(08-24-2017 04:12 AM)Zelcorpion Wrote:  

Quote: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.”

I foresee a time when low-IQ morons will be given diversity Nobel Prices for achieving jack shit, but MUH DIVERSITY.

That will be just before the Chinese nukes hit...

Post: #16

(08-23-2017 11:29 AM)redpillage Wrote:  Math is 'unjust and grounded in discrimination,' educators moan