Expecting Math Students To Get The Right Answer Is Now Considered A Form of White Supremacy

Editor's Note: You just can't make this crap up.  Institutionalizing mental illness . . . teaching this crap to "educators." 

From page 6 of this PDF:

Original: https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf

Archive: https://web.archive.org/web/20210212205034/

Deconstructing Racism in Mathematics Instruction

White supremacy culture infiltrates math classrooms in everyday teacher actions. Coupled with the beliefs that underlie these actions, they perpetuate educational harm on Black, Latinx, and multilingual students, denying them full access to the world of mathematics.The table below identifies the ways in which white supremacy shows up in math classrooms.

Dismantling white supremacy in math classrooms

We see white supremacy culture show up in the mathematics classroom even as we carry out our professional responsibilities outlined in the California Standards for the Teaching Profession (CSTP). Using CSTPas a framework, we see white supremacy culture in the mathematics classroom can show up when:

• The focus is on getting the “right” answer.

• Independent practice is valued over teamwork or collaboration.

• “Real-world math” is valued over math in the real world.

• Students are tracked (into courses/pathways and within the classroom).

• Participation structures reinforce dominant ways of being.