Math Answers

For John, BLUF:  In an effort to stamp out racism, public education seems to be working overtime to dismiss "Western" learning, including Western math and science.  As a practical matter, this doesn't make sense to me.  Nothing to see here; just move along.

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Profs help push program that claims math is 'racist' because it requires a 'right answer'

Here is the sub-headline:

• A new program promoted by the Oregon Department of Education is designed to “dismantle” instances of “white supremacy culture in the mathematics classroom.”
• Professors at San Diego State University and Loyola Marymount University assisted in creating the program.

From Campus Reform, by Correspondent Wyatt Eichholz, 25 March 2021, 8:10 PM.

Here is the lede plus one:

An Oregon Department of Education newsletter from February promoted an online course designed to “dismantle” instances of “white supremacy culture in the mathematics classroom.”  One example of “white supremacy” highlighted by the course was “the concept of mathematics being purely objective,” an idea which the resource stated is “is unequivocally false."

The program, known as “A Pathway to Equitable Math Instruction,” describes itself as “an integrated approach to mathematics that centers Black, Latinx, and Multilingual students” that provides “opportunities for ongoing self-reflection as they seek to develop an anti-racist math practice.”

The "feedback advisors" for a portion of the program include William Zahner, who is an associate professor at San Diego State University; Melissa Navarro Martell, who is an assistant professor at San Diego State University, and Elvira Armas, who is the Director of Programs and Partnerships for the Center for Equity for English Learners at Loyola Marymount University in California.

“White supremacy culture infiltrates math classrooms in everyday teacher actions,” the guide states.  “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 newsletter pitched the program to educators “looking for a deeper dive into equity work,” offering to teach “key tools for engagement, develop strategies to improve equitable outcomes for Black, Latinx, and multilingual students, and join communities of practice.”

There are links in the original.

Back when I was somebody and flying fighter jets for the US Air Force, math, and the predictability of math, seemed to be important.  The ability to navigate from the launch airbase to turn points A, B, C, D, etc, to the recovery airbase depended on being able to determine a heading and distance, and based on airspeed, a time.  This, in turn, was used to calculate fuel consumption.  Running out of fuel and having to make an emergency divert, or worse, abandon the aircraft in mid-air, would be embarrassing.♠

It seems to me that math being consistent and predictable was very important to safe aviating, regardless of race or ethnicty. Whether in my Ar Force Academy Class it be me, or my Roommate Bill Perez, or my Cadet Squadron mate Willie T Sakahara or our distinguished classmate Fred Gregory.  It was all the same.

Maybe in the airline business it is different.  I wonder if the "feedback advisors" fly on airliners?

Hat tip to the InstaPundit.

Regards  —  Cliff

♠  With the F-4, all Marks, the Pilot's Handbook said a flame out landing was not recommended, and "High Key" (where you start the 360 degree turn to touchdown was 15,000 feet AGL (Above Ground Level)).  No typo.  One would have to lose almost three miles of altitude in a single turn from overhead the point of intended landing and touchdown.