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Social Justice Math

Sep 2, 2017 by

“Social Justice Math”

By Donna Garner

9.1.17

[COMMENTS FROM DONNA GARNER — Many of us knew way back in 2009 when Obama first took office that his prime goal was to drive his social justice agenda deep into every institution in America.  Unfortunately, he succeeded doing just that by forcing the Common Core Standards Initiative (CCSI) upon our nation’s schools even though Congress never took a single vote on CCSI. 

Now we are seeing the social justice agenda wrap its tentacles around the teaching of math.  Please watch Tucker Carlson’s 7:03 minute interview from 8.31.17 (posted below). 

Next, please read the two articles in Front Page Magazine dated 5.2.17 and Breitbart dated 1.15.14.  To the detriment of our students and our nation’s schools, these two articles have unfortunately become self-fulfilling prophecies.

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8.30.17 – “SOCIAL JUSTICE MATH” – TUCKER CARLSON INTERVIEWS CONNIE SCHROCK, PRESIDENT OF THE NATIONAL COUNCIL OF SUPERVISORS OF MATHEMATICS

LINK TO 7:03 MINUTE YOUTUBE: 

https://www.youtube.com/watch?v=E-puPR_WkB0

Connie Schrock, PhD, is a professor of mathematics, computer science, and economics at Emporia State University. She also leads a task force that supports the Common Core State Standards for mathematics.

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5.2.17 – Front Page Magazine

 

 

http://www.frontpagemag.com/point/266760/social-justice-math-teaches-math-evil-because-it-daniel-greenfield

 

“SOCIAL JUSTICE MATH TEACHESMATH IS EVIL BECAUSE IT WAS USED TO TRICK INDIANS”

BY Daniel Greenfield

 

If you’ve ever wanted to live in a Communist dictatorship, you’re gonna love this.

This summer, middle school math teachers can learn how to incorporate social justice issues like racism and privilege into their classrooms.

“Teaching Social Justice through Secondary Mathematics” is a six-week online course designed by Teach for America and offered through EdX, which provides free online classes from top universities such as Harvard University, MIT, and Columbia University.

“Do you ask students to think deeply about global and local social justice issues within your mathematics classroom?” a course overview asks. “This education and teacher training course will help you blend secondary math instruction with topics such as inequity, poverty, and privilege to transform students into global thinkers and mathematicians.”

 

Or you know, illiterates who have learned how to spew back propaganda, but can’t add 2 + 2.

Teach for America has decided that we need the mathematical curriculum of the science leaders of the Soviet Union. And you know how far ahead of us they were in Science. Now we can be just as advanced. 

Once we realize that we need Communist Math instead of evil Capitalist Math. Or Intersectional Social Justice math.

Participants in the online course are given sample ideas for lessons they could create, such as using math to teach students about “Unpaid Work Hours in the Home by Gender” and “Race and Imprisonment Rates in the United States.”

 

If 2 Kulaks steal 4 kilograms of grain, how many of them should Ivan shoot?

The module also identifies five main themes of “intersectional mathematics,” including “mathematical ethics,” which refers to the notion that math is often used as a tool of oppression, according to the instructors.

 

Math is evil. Because it can be used to cheat Indians. It’s the fault of 2 + 2.

“Mathematical ethics recognizes that, for centuries, mathematics has been used as a dehumanizing tool… mathematics formulae also differentiate between the classifications of a war or a genocide and have been used to trick indigenous peoples out of land and property.”

 

Math doesn’t have ethics. People do. But if Al Capone misused math, it’s proof that math is evil. And we must social justice the hell out of 2 + 2.

“In western mathematics, our ways of knowing include formalized reasoning or proof, decontextualization, and algorithmic thinking, leaving little room for those having non-western mathematical skills and thinking processes” 

 

Great. Go ahead and embrace that non-western math. And then we’ll have to figure out why all the bridges keep falling down.

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1.15.14 – BREITBART.COM

 

“Common Core Rooted in Math Social Indoctrination”

by DR. SUSAN BERRY 

 

http://tinyurl.com/y9fvg5r8

 

 

While proponents of the Common Core claim that the new standards are focused on “college and career readiness,” more evidence is surfacing that a central purpose of the initiative issocial justice and income redistribution indoctrination.

 

Social justice indoctrination in Common Core is not just limited to language arts.

 

Radical Math is a group founded by Jonathan Osler who teaches math and community organizing at a Coalition of Essential Schools (CES) high school in Brooklyn, New York. Itswebsite states Radical Math is “a resource for educators interested in integrating issues of social and economic justice into their math classes and curriculum.”

 

The CES reform movement, whose purpose is to indoctrinate students with a Marxist-Communist political and social ideology, had been supported and expanded through the efforts of President Obama and his fellow community organizer Bill Ayers when both worked on the board of the Chicago Annenberg Challenge in the 1990s.

 

As Danette Clark wrote at EAG News, Common Core “architect” David Coleman’s Grow Network also worked with Chicago Public Schools, Obama, and Ayers during that time. In addition, Linda Darling-Hammond, who served as an advisor for the Bay Area CES, served as Obama’s 2008 presidential campaign education advisor and has more recently beeninvolved in the development of the Common Core assessments.

 

Radical Math will sponsor the sixth annual conference of an organization called Creating Balance in an Unjust World, from January 17th-19th at University High School in Los Angeles. The keynote speaker at the conference is announced as Dr. Jane Margolis, a senior researcher at UCLA’s Graduate School of Education and Information Studies, whose work has focused on “equity in education and how fields become segregated.”

 

The organization’s website states the theme of its conference this year will be “equity in technology access as it relates to mathematics education.”

 

As Clark notes, one of the founders and organizers of Radical Math’s Creating Balanceconference is Kari Kokka, who, along with Darling-Hammond, is on the staff of the Stanford Center for Assessment, Learning and Equity (SCALE), the organization that is creating the assessments for the Common Core standards.

 

Radical Math boasts over 700 lesson plans, articles, charts, books, and websites that cover a wide range of socio-political issues including redistribution of wealth, discrimination against the poor by whites, corporations, banks, etc., and the message that widespread racism against blacks continues in the United States today.

 

Some of the Radical Math resources include Guide for Integrating Issues of Economic and Social Justice into Mathematics Curriculum, in which teachers are urged to educate students about topics such as prisons, racial profiling, and the death penalty, using math curriculum, and Rethinking Mathematics – Teaching Social Justice by the Numbers, which boasts ideas and resources for teachers to help their students think critically about social justice issues.

 

Among Radical Math’s “Favorite Websites” is Rethinking Schools, an initiative that “remains firmly committed to equity and to the vision that public education is central to the creation of a humane, caring, multiracial democracy.”

 

Visitors to the Rethinking Schools website can order the latest edition of Rethinking Multicultural Education, a book that focuses on “teaching for racial and cultural justice.” One of the book’s reviewers is President Obama’s associate, Ayers, who says about the book:

 

The discourse about education and school reform has been dominated for decades by market metaphors and notions of schooling as a commodity. The urgency of now—this era of “Yes, we can”—is to upend that discourse, and to focus on the unique qualities that define education in a robust democracy: access and equity, of course, but also the full recognition and incalculable value of every human being. Rethinking Multicultural Education is an essential text as we name the schools we deserve, and struggle to bring them to life in classrooms across the land.

 

Rethinking Schools salutes Ayers, whom it describes as a “longtime supporter” and a “loyal donor.” Ayers is praised as a “highly accomplished teacher and educator who has worked tirelessly to improve public education [and who] has distinguished himself as a dedicated and committed teacher and child advocate throughout his 25-plus year career as an educator.” 

 

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