Thursday, June 23, 2005

Cultural Competency in Math Curriculum

I've been away for a week. While I was out, noted education researcher and author Diane Ravitch published the article below in the Wall Street Journal.

Read it to understand the invasiveness of the cultural competency movement. They seek to politicize every aspect of schooling and morph it into an opportunity to indoctrinate children in their political agenda.



Ethnomathematics

By DIANE RAVITCH
Wall Street JournalJune 20, 2005; Page A14
http://online.wsj.com/article/0,,SB111922877339463719-email,00.html

It seems our math educators no longer believe in the beauty and power of the principles of mathematics. They are continually in search of a fix that will make it easy, relevant, fun, and even politically relevant. In the early 1990s, the National Council of Teachers of Mathematics issued standards that disparaged basic skills like addition, subtraction, multiplication and division, since all of these could be easily performed on a calculator. The council preferred real life problem solving, using everyday situations. Attempts to solve problems without basic skills caused some critics, especially professional mathematicians, to deride the "new, new math" as "rainforest algebra."

In a comparison of a 1973 algebra textbook and a 1998 "contemporary mathematics" textbook, Williamson Evers and Paul Clopton found a dramatic change in topics. In the 1973 book, for example, the index for the letter "F" included "factors, factoring, fallacies, finite decimal, finite set, formulas, fractions, and functions." In the 1998 book, the index listed "families (in poverty data), fast food nutrition data, fat in fast food, feasibility study, feeding tours, ferris wheel, fish, fishing, flags, flight, floor plan, flower beds, food, football, Ford Mustang, franchises, and fund-raising carnival."

Those were the days of innocent dumbing-down. Now mathematics is being nudged into a specifically political direction by educators who call themselves "critical theorists." They advocate using mathematics as a tool to advance social justice. Social justice math relies on political and cultural relevance to guide math instruction. One of its precepts is "ethnomathematics," that is, the belief that different cultures have evolved different ways of using mathematics, and that students will learn best if taught in the ways that relate to their ancestral culture. From this perspective, traditional mathematics -- the mathematics taught in universities around the world -- is the property of Western Civilization and is inexorably linked with the values of the oppressors and conquerors. The culturally attuned teacher will learn about the counting system of the ancient Mayans, ancient Africans, Papua New Guineans, and other "non-mainstream" cultures.

Partisans of social justice mathematics advocate an explicitly political agenda in the classroom. A new textbook, "Rethinking Mathematics: Teaching Social Justice by the Numbers," shows how problem solving, ethnomathematics and political action can be merged. Among its topics are: "Sweatshop Accounting," with units on poverty, globalization, and the unequal distribution of wealth. Another topic, drawn directly from ethnomathematics, is "Chicanos Have Math in Their Blood." Others include "The Transnational Capital Auction," "Multicultural Math," and "Home Buying While Brown or Black." Units of study include racial profiling, the war in Iraq, corporate control of the media, and environmental racism. The theory behind the book is that "teaching math in a neutral manner is not possible." Teachers are supposed to vary the teaching of mathematics in relation to their students' race, gender, ethnicity, and community.

This fusion of political correctness and relevance may be the next big thing to rock mathematics education, appealing as it does to political activists and to ethnic chauvinists.

It seems terribly old-fashioned to point out that the countries that regularly beat our students in international tests of mathematics do not use the subject to steer students into political action. They teach them instead that mathematics is a universal language that is as relevant and meaningful in Tokyo as it is in Paris, Nairobi and Chicago. The students who learn this universal language well will be the builders and shapers of technology in the 21st century. The students in American classes who fall prey to the political designs of their teachers and professors will not.

Ms. Ravitch is a historian of education at New York University, a senior fellow at the Brookings Institution, and a member of the Koret Task Force at the Hoover Institution.

2 comments:

Lumpy said...

While stationed in Japan with the military, I had my children do Kumon, with the Japanese kids. My hearing impaired son, who is on an IEP, scores average for his grade on standardized testing, way above average when normalized for his hearing impairment. My younger son(12) and daughter(7), both score way above average(like 4 grades, each) on standardized testing. The Kumon texts didn't talk about crap like diversity or multi-culuralism. No, they just did math. The Japanese don't care about other cultures and they pretty much demand success from the children. At the pace the failed liberal agenda eases out of existence, the Chinese and Japanese will be running things with the Indians doing the heavy lifting. We won't have to worry about the impoverished third world countries, because we will be one by then.

Quit Smoking said...

Hello fellow fisherman,

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Did you also know that over 75% of the nations fishermen do not fish during "prime time"; fish feeding hours?

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I want you to do me a favor and try it out so I can see what you think of it, and if it works for you as well as it did for me.

You will be one of the first to try it out.

Gone Fishin',

Neil