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A public school district in the city of Seattle is considering a proposal that would infuse math courses with elements of social justice, including studying how math has been “appropriated by Western culture” and is used to “oppress and marginalize people and communities of color.”
Students will ask introspective questions like “What is my mathematical identity?” “How does it feel to be a Mathematician?” and “What fears do we have about math?”
They will also consider issues of how important it is to be correct in studying mathematics.
Editor’s Note: VERY.
Other questions: “How important is it to be Right? What is Right? Says Who?”
WIBC host Tony Katz addressed Seattle’s new math curriculum on Wednesday’s show.
“We should be clear: math is either right or wrong. It is not subjective. How do I know? The bridge stands or it falls down.
This is math. Math is hard. Not everyone can do math. And there is only one right answer. You can’t apply social justice here, and if you do, you’re out of your damn mind. As a matter of fact, if anyone applies social justice to their mathematics, they should have to put a warning label on whatever product they build, that says, ‘Warning! this product was made with social justice math.’
So yes, there might be a couple ways to do something, but mathematics is not interested in your social justice.
Why aren’t more minorities getting involved in math? I don’t know, but it isn’t because math has been somehow culturally appropriated. Math is math. Let’s not screw with it.”
Click to hear Tony’s full commentary:
