Oregon Initiative Challenges Racism in Math Education: A Closer Look at the Equitable Math Program
In Oregon, there’s a push to revolutionize math education by tackling the issue of racism head-on.
A toolkit has been developed, highlighting the ways in which ‘white supremacy culture’ subtly influences math teachings.
The Oregon Department of Education (ODE) recently urged teachers to enroll in a training program promoting “ethnomathematics.” This program challenges traditional norms in math education, suggesting that the emphasis on finding the correct answer is a manifestation of White supremacy.
A newsletter from the ODE, distributed last week, introduced the “Pathway to Math Equity Micro-Course” scheduled for February 21. This course is tailored for middle school educators and offers a toolkit aimed at “dismantling racism in mathematics.” Notably, the event is a collaborative effort involving California’s San Mateo County Office of Education, The Education Trust-West, and other partners.
Among the resources provided is a list of ways in which “white supremacy culture” allegedly seeps into math classrooms. These include prioritizing the ‘right’ answer, mandating students to ‘show their work,’ and other implicit biases.
According to the “Equitable Math” toolkit, the notion of mathematics as purely objective is debunked. It argues that perpetuating the belief in right and wrong answers fosters objectivity and stifles open discourse.
ODE’s Colt Gill confirmed the communication to Fox News, with ODE Communications Director Marc Siegel defending the “Equitable Math” program. Siegel asserts that it equips educators with essential tools for engaging students, devising strategies to promote equitable outcomes for marginalized groups, and fostering communities of practice.
An accompanying “Dismantling Racism” workbook, referenced in the toolkit, also critiques objectivity, labeling it as a characteristic of White supremacy.
Rather than fixating on singular correct answers, the toolkit urges educators to explore multiple solutions to mathematical problems. It encourages them to challenge standardized testing norms and dissect the assumptions underlying problem-solving approaches.
Furthermore, it advocates for the integration of ethnomathematics into teaching practices, which involves recognizing and challenging the ways math perpetuates capitalist, imperialist, and racist ideologies.
This newsletter emerges amid wider debates surrounding critical race theory and diversity training in public institutions. Last year, a graphic from the National Museum for African American History and Culture stirred controversy by delineating aspects and assumptions of “whiteness.”
The training endorsed by Oregon draws from a 2016 workbook titled “Dismantling Racism,” emphasizing the need to deconstruct White supremacy in educational settings.
In one section, the workbook suggests that only White individuals hold the power to be racist in society, while another section appears to justify skepticism towards law enforcement.
Moreover, the workbook adopts an anti-capitalist stance, arguing for economic justice as a prerequisite for dismantling racism.
Despite receiving both criticism and support, anti-racism curricula continue to spark contentious debates. While some argue that they undermine traditional values, others contend that they provide a nuanced understanding of systemic racism ingrained in society.