Distracts from actual mathematics by assigning studentsas schoolworktasks it says will solve problems that result in social inequalities..Distracts from actual mathematics by having teachers develop students sociopolitical consciousness..Distracts from actual mathematics by having teachers insert environmental and social justice into the math curriculum.Promotes fringe teaching methods such as trauma-informed pedagogy..A real champion of equity and justice would want all Californias children to learn actual mathas in arithmetic, algebra, geometry, trigonometry and calculusnot an endless river of new pedagogical fads that effectively distort and displace actual math. For all the rhetoric in this framework about equity, social justice, environmental care and culturally appropriate pedagogy, there is no realistic hope for a more fair, just, equal and well-stewarded society if our schools uproot long-proven, reliable and highly effective math methods and instead try to build a mathless Brave New World on a foundation of unsound ideology. The proposed framework would, in effect, de-mathematize math. As textbooks and other teaching materials approved by the State would have to follow this framework and since teachers are expected to use it as a guide, its potential to steal a promising future from our children is enormous. Its proposed Mathematics Curriculum Framework is presented as a step toward social justice and racial equity, but its effect would be the oppositeto rob all Californians, especially the poorest and most vulnerable, who always suffer most when schools fail to teach their students.

Scott AtlasĬalifornia is on the verge of politicizing K-12 math in a potentially disastrous way. Single Issues of The Independent Review.Podcast: Independent Outlook / Conversations.International Economics and Development.

Common Goal by Rachel Reid