Tag: math

Billionaires Backing Woke Math Doesn’t Add Up Amid DEI Rollback

Jim Simons’ mathematical skills helped transform him from a prize-winning academic at Harvard and MIT into a legendary financier whose algorithmic models made Renaissance Technologies one of the most successful hedge funds in history. After his death last year, one of his consequential bequests went to his daughter, Liz, who oversees the Heising-Simons Foundation and its nearly billion-dollar endowment.

What Liz Simons has chosen to do with that inheritance might have surprised her father. Jim Simons devoted much of his charitable giving to basic research in mathematics and science, but his daughter’s foundation is moving in a very different direction. The Heising-Simons Foundation and similar organizations are supercharging a movement to remake K-12 mathematics education according to social justice principles.

The revamp the advocates seek is profound. They reject well-established practices of math instruction while infusing lessons with racial and gender themes. The goal is to motivate disadvantaged students while dispensing with the traditional features of math, like numerical computation, that they struggle with on standardized tests – considered an oppressive feature of white supremacist culture.

In many quarters, including corporations and universities, diversity, equity, and inclusion programs are in retreat due to pressure from the Trump administration and the courts. Not so in public education, with curricula that are locally controlled and largely insulated from the dictates of Washington. That allows progressive foundations and like-minded charitable trusts to continue to pour millions of dollars into reshaping math education for black and Latino kids, including a $800,000 grant this year from the Heising-Simons Foundation, even though there exists no credible research showing that the social justice approach improves their performance.

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“American Students Are Falling Behind”: Poor Math Scores Are Now A National Security Threat

The most recent results of the Programme for International Student Assessment (PISA) highlight a concerning trend for U.S. students in the field of math.

In comparison to their counterparts in other industrialized nations, American students are falling behind. The rather sobering results revealed a 13-point decline for U.S. students when compared to the 2018 exam.

In stark contrast, 28 countries and economies managed to either maintain or improve their 2018 math scores, with countries such as Switzerland and Japan leading the way—and leaving the United States in the dust. These considerably more successful nations share a number of common characteristics, including, most notably of all, shorter school closures during the pandemic, as noted in the report.

Obviously concerned by the findings, the Defense Department has called for a new initiative to provide support for education in the fields of science, technology, engineering, and math (STEM). As The Hechinger Report reported, China, the United States’ biggest rival, has eight times the number of college graduates in these disciplines compared to the United States, while Russia, another major foe, has four times the number of engineers. This alarming disparity, noted the Hechinger Report piece, has prompted concerns beyond the realm of education. The United States’ mathematical failings pose a direct threat to its technological supremacy.

Other commentators have gone a step further. Falling math scores, they suggest, should be viewed as a national security threat. They’re right.

Mathematics plays a critical role in various fields such as the physical sciences, technology, business, financial services, and infrastructure. For instance, geometry, algebra, and trigonometry are fundamental parts of architectural design. Moreover, math plays a significant role in medicine, AI, and quantum computing. Math serves as the foundation for virtually all scientific and industrial research and development. Essentially, mathematics can be seen as the underlying operating system that makes the world go round.

Which begs the trillion-dollar question: What can be done?

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U.S. students’ math scores plunge in global education assessment

U.S. students lag behind their peers in many industrialized countries when it comes to math, according to the results of a global exam released Tuesday.

Why it matters: U.S. students saw a 13-point drop in their 2022 Programme for International Student Assessment (PISA) math results when compared to the 2018 exam.

  • The 2022 math score was not only lower than it was in 2012 but it was “among the lowest ever measured by PISA in mathematics” for the U.S., per the Organisation for Economic Co-operation and Development (OECD) country note.

Zoom in: While the U.S. scored below the OECD average in math, it managed to score above the OECD average in reading and science.

  • The 2022 results found that U.S. students scored one point below their 2018 reading score and three points below their 2018 science score. However, their performances in those areas were higher than in 2012.

The 2018 PISA assessment found that U.S. students straggled behind their peers in East Asia and Europe, per the Washington Post.

What they’re saying: In a statement Tuesday responding to the latest results, Education Sec. Miguel Cardona praised the U.S. for moving up in the world rankings but acknowledged “there’s much work to be done.”

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Pittsburgh public schools approve measure to instruct teachers on ‘White supremacy’ in math classes

The Pittsburgh Public Schools Board has voted to hire a consulting group that educates teachers on how to replace “White supremacy culture practices” in math instruction with methods that center on the “wellness of students of color.”

On October 25, the board approved a measure to give Quetzal Education Consulting $50,000 to dismantle racism in math classes.

As reported by The Center Square, the consulting group states that its workshops teach “antiracist math” and will help equip teachers with tools to “identify, disrupt and replace” practices that perpetuate White supremacy.

Ebony Pugh, the Director of Public Relations and Media Content for Pittsburgh Public Schools, confirmed to Fox News Digital that the Board of Directors of the School District of Pittsburgh authorized its offices to enter a contract with Quetzal.

The move will provide the school with “additional foundational knowledge of antiracist math pedagogy and tangible learning experiences that can be implemented with students.”

Quetzal will provide support through introductory workshops for math teachers and a leadership series for administrators.

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California State Guidelines Discourage Schools From Offering Advanced Middle School Math

A small but growing number of American schools are reducing or delaying access to advanced courses. Most often, these changes have been enacted in the name of reducing achievement gaps between demographic groups. However, rather than helping marginalized students, these policies deny educational opportunities for gifted students of all backgrounds.

“Detracking” is an increasingly popular proposal among educators that attempts to reduce the degree to which students are separated by academic ability. It typically takes the form of removing advanced course offerings or delaying the introduction of these offerings. Supporters claim that marginalized students are often wrongly placed—or place themselves—in less advanced courses and that these students often stay on a less advanced curricular path.

In San Francisco, public schools have eliminated accelerated math courses in middle and high school since 2014, and several Seattle schools had rolled out detracking efforts by 2016. Earlier this year, a Detroit-area school district eliminated middle school honors math classes, while schools in Cambridge, Massachusetts, began phasing out advanced middle school math in 2017—though the district announced it would reverse course in August. Outrage erupted in February when one Los Angeles–area school eliminated honors English courses for ninth- and 10th-grade students.

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San Francisco University to host seminar on ‘racist’ math

San Francisco University, in association with the Simon Fraser Public Interest Group, will host a seminar on Tuesday asking the question, “How can math be racist?” and will answer it by “unpacking oppressive structures and bias in math and science.”

Those set to speak at the seminar are Hannah Ghaderi, Co-Directory of Research & Education of the interest group, and Chantelle Spicer, currently the Director of Engagement. Neither of these individuals appear to have any professional background in math. Mathematician James Lindsay told Human Events that it is likely better that these two DEI professionals did not have a math background.

Lindsay said: “They don’t need mathematics backgrounds. They have critical consciousness, which means they know how racism and transphobia are hidden in everything, even things they don’t know anything about.”

“In fact, people with mathematics backgrounds would be less suited to this work than they would because they would believe that having been socialized into mathematics culture makes these so-called problematics seem normal, which makes them invisible,” he said.

Lindsay has recently been at the forefront of speaking out against diversity, equity and inclusion infiltrating mathematics, as woke leftist professors and activists have continued to insist that it’s racist to say at 2+2 = 4, and claim instead that the sum of the equation is 5.

The fundamental thesis of those who suggest that 2+2=5 is not that it must equal 5, but that it can equal five. The idea behind this assertion has to do with deconstructing conventionally accepted notions in exchange for subjectivity and unstable conclusions. This cultural stratagem finds its culmination in postmodernism, where objective fact is often seen as draconian and authoritarian.

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23 Baltimore schools have zero students proficient in math, per state test results

Baltimore City is facing a devastating reality as the latest round of state test scores are released.

Project Baltimore analyzed the results and found a shocking number of Baltimore City schools where not a single student is doing math at grade level.

“We’re not living up to our potential,” said Jovani Patterson, a Baltimore resident who made headlines in January 2022, when he filed a lawsuit against Baltimore City Schools. The suit claims the district is failing to educate students and, in the process, misusing taxpayer funds.

“We, the taxpayer, are funding our own demise,” Patterson said at the time.

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“Decolonising Math”: University Asks Professors To Consider Race Of Mathematicians Before Relying On Their Work

We previously discussed the view of University of Rhode Island and Director of Graduate Studies of History Erik Loomis that “Science, statistics, and technology are all inherently racist.”

Others have agreed with that view, including denouncing math as racist or a “tool of whiteness.”

Now, as part of its “decolonization” efforts, Durham University is calling on professors in the math department to ask themselves if they’re citing work from “mostly white or male” mathematicians.

According to the Telegraph and The College Fix a guide instructs faculty that “decolonising the mathematical curriculum means considering the cultural origins of the mathematical concepts, focuses, and notation we most commonly use.”  It adds:

“[T]he question of whether we have allowed Western mathematicians to dominate in our discipline is no less relevant than whether we have allowed western authors to dominate the field of literature. It may even be more important, if only because mathematics is rather more central to the advancement of science than is literature.”

Some professors have objected to being asked to consider the race or gender of mathematicians rather than their underlying theories or formulas.

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California’s new educational guidelines say math is racist

California is set to adopt new math teaching principles that are based in critical race theory. These changes, which include deemphasizing calculus and pulling programs for academically gifted students, will “apply social justice principles to math lessons.”

These guidelines do not instruct educators to teach critical race theory, but rather use critical race theory as a guide for the formation of teaching principles. Critical race theory is not being taught to students, but taught to teachers, who are then meant to use it to formulate their own practices.

The goal of the new math framework is “to maintain rigor while also helping remedy California’s achievement gaps” for black, Latino, and poor students. the reason for the changes is that California students are falling behind in math.

“We were transforming math education, and change is hard and scary,” Rebecca Pariso, a math teacher at Hueneme Elementary School District told the San Francisco Standard. “Especially if you don’t understand why that change needs to occur. But I didn’t expect it to go this far.” The inspiration for these new guidelines came from San Francisco educational standards.

In the new guidelines, which will up for consideration prior to their potential adoption in July, reading in Chapter 2, “Teaching for Equity and Engagement,” reads that “Cultural relevance is important for learning and also for expanding a collective sense of what mathematical communities look and sound like to reflect California’s diverse history.”

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