Anti-racist mathematics
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Anti-racist mathematics is a branch of education reform theory in countries such as the U.S. and the UK, which attempts to form an anti-bias curriculum in mathematics. It emphasizes the sociocultural context of mathematics education and suggests that the study of mathematics (as it is traditionally practiced in western societies) does exhibit racial or cultural bias. While 'anti-racist mathematics' and 'ethnomathematics' scholars share the assumption that any given mathematical understanding or practice is a product of a particular culture, the forms of their scholarship differ considerably and should not be confused with one another.
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[edit] Purpose
Anti-racist mathematics is primarily concerned with the way in which mathematics is taught, although it also examines the contents of the curriculum in as much as this might reasonably differ from universally acceptable mathematical education. An anti-racist approach to mathematics education could include any or all of the following:
- Discussion of the mathematical knowledge of ancient civilisations outside of Europe, and non-European contributions to mathematical knowledge and discovery.
- The avoidance of racial stereotyping when forming and communicating expectations of pupils' attainments in mathematics.
- The avoidance of racial stereotypes or cultural bias in classroom materials, textbooks, coursework topics and examination questions (something that is currently done more often now than previously).
- Effective and unprejudiced methods of distinguishing between the merits of individuals. In particular, by ensuring equal exposure to examinable learning materials and opportunities as well as standardised examination methods. In this case, it would be highly prudent to ensure a method of examination that is public and open to cross-examination (certainly by ensuring that complaints and ambiguities in either examination methods or marks are dealt with openly [publicly] and in a non-secretive way). Clearly repeat examinations are less likely to misrepresent mathematical abilities.
Proponents of anti-racist mathematics believe that anti-racist education programs have the potential to correct imbalances and to have beneficial results on test scores and examination results in some minority groups.
[edit] Context
Anti-racist mathematics is part of a larger social constructivist movement in which traditional Western or scientific world views were developed within the context of a Judeo–Christian Western culture or set of cultures.[citation needed] Anti-racist educators suggest that these assumptions are dominant because of the abuse of political power.[citation needed] Anti-racist mathematics is a general approach to mathematics education, trying to shift a field created by "dead white men" into what proponents see as a more multicultural context.[citation needed]
Proponents find evidence in the findings of 20th century anthropology, philosophy and various social science disciplines. From this, they believe that the mental paradigms of individuals have a determinative effect on the way they interpret the origin and meaning of events and objects in the world around them.[citation needed]
[edit] Criticism
An early critic of anti-racist mathematics was then-current UK Prime Minister Margaret Thatcher, who said in her address to the Conservative Party Conference in October 1987: "Children who need to be able to count and multiply are learning anti-racist mathematics, whatever that is."
Critics assert that mathematics and science, especially hard science fields such as physics, chemistry, and biology, accurately reflect universals, as opposed to being cultural interpretations or social constructions (though the way in which subjects are taught has a clear effect on science). For example, some critics say that Newton's formulations of the laws of gravity are neutral formulations that apply regardless of cultural, regional or ideological context. With this view, critics suggest that hard science is different from ideology because it is based on the scientific method, essentially an extremely cautious means of building a supportable, evidenced understanding of the universe. Cultural norms, social applications of science and science-based technology, and the economic and social structures associated with science research and engineering, would not be considered part of the body of scientific or mathematical knowledge, because they are not subject to the constraints of the scientific method, nor mathematical proof.
Critics also note that traditional mathematics is not essentially Western. Middle-Eastern, Arab, Persian, and Indian mathematicians and astronomers from every era have made vast contributions to mathematics.
Critics claim that the anti-racist approach to teaching mathematics reduces children's mathematical abilities on standardized tests (such as the MCAS)[1][2]. For example, controversy regarding anti-racist mathematics arose in January 2005 when critics blamed the plummeting mathematics scores at the Newton Public Schools in Newton, Massachusetts on its prominent anti-racist education principles. Critics believe these values were emphasized over the teaching of math skills. However, others dispute there is actual evidence to suggest Newton is practicing "anti-racist mathematics" and pointed out that Newton's eighth-graders demonstrated improved mathematical abilities on standardized tests.
The controversy over anti-racist mathmatics is to some degree part of the larger culture wars. Many critics have decried the introduction of what they call political correctness into the classroom. Some fundamentally disagree with the assertions of bias or the messages they feel the new aspects of the curriculum are sending (such as support for moral relativism or white guilt). Others are concerned that the emphasis on the social context of education will serve as a distraction from or impediment to the impartation of knowledge and skills.
[edit] See also
- Anti-bias curriculum
- Anti-racism
- Culture wars
- Ethnomathematics
- Multi-culturalism
- Postmodernism
- Relativism
- Social constructivism
- Whiteness studies
- Racist mathematics
- Teaching for social justice
[edit] References
- Woodrow, D. (1989). Multicultural and anti-racist mathematics teaching. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 229-235). London: Falmer.
- Cotton, A. (1990). Anti-racist mathematics teaching and the national curriculum. Mathematics Teaching, 132, 22-26.
- Levidow, L. (1987). Racism in scientific innovation. In D. Gill and L. Levidow (Eds.), Anti-racist science teaching (pp. 43-58). London: Free Association.
- Vance, M. (1987). Biology teaching in a racist society. In D. Gill and L. Levidow (Eds.), Anti-racist science teaching. (pp. 107-123). London: Free Association.
- Young, R. M. (1987). Racist society, racist science. In D. Gill and L. Levidow (Eds.), Anti-racist science teaching. (pp. 16-42). London: Free Association.
- Mears, T. (1986). Multicultural and anti-racist approaches to the teaching of science in schools. In J. Guadara, C. Jones and K. Kimberley (Eds.), Racism, diversity and education (pp. 154-166). London: Hodder and Stoughton.
- The Politics of Anti-Racist Mathematics in Proceedings of the First International Conference on Political Dimensions of Mathematics Education, (Ed. R. Noss), Institute of Education Publications, University of London, 1990.
- The Politics of Anti-Racist Mathematics, European Education Journal, July 1994, pp.67-74
- Harding, Sandra. The Science Question in Feminism. 1986.
[edit] External links
- Book Review: Issues in Mathematics Teaching - Ed. Peter Gates
- In depth analysis of the Newton incident (Gene Expression)
- Straw Man's Math Curriculum (Chris Correa)
- Criticism of anti-racist math teacher preparation at the College of Education at the University of Florida. (Gene Expression)
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