Oregon Department of Education promotes ‘dismantling racism’ in math classes

As noted in the Pathway to Equitable Math Instruction‘s “Stride 1” toolkit, one of the ways to do this is by “visibilizing the toxic characteristics of white supremacy culture with respect to math.” These “toxic characteristics” include:

• 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.

Examples of white supremacy in mathematics assessment would be requiring students to show their work and grading policies “focusing on lack of knowledge.”

Fox News notes the toolkit states “The concept of mathematics being purely objective is unequivocally false, and teaching it is even much less so. Upholding the idea that there are always right and wrong answers perpetuate objectivity as well as fear of open conflict.”

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It also encourages teachers to “center ethnomathematics,” which includes a variety of guidelines. One of them instructs educators to “identify and challenge the ways that math is used to uphold capitalist, imperialist, and racist views.” …

In one section of the “Dismantling Racism” workbook, the argument is made that “only white people can be racist in our society, because only white people as a group have that power.” Another section seems to justify anti-cop sentiments.