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Math equity assumes there is a racial component to math instruction that has systemically kept black and Hispanic learners from performing well in math. The claim is we must address the supremacist assumptions in math, including expecting students to do homework and get the right answers.
The problem is that teachers have “bias” and therefore cannot teach math properly to these groups of children.
The guiding document is “A Pathway to Equitable Math Instruction: Dismantling Racism in Mathematics Instruction.”
The manual tells teachers “The concept of math being purely objective is false,” and “Upholding the idea that there are always right and wrong answers perpetuates ‘objectivity’” as if objectivity in math were racist.
See Williamson Evers’ May 19, 2021 Op-ed in the Wall Street Journal:
“California Leftists Try to Cancel Math Class”
Also, “2 + 2 = White Supremacy: How Woke Ideologues Corrupted Canada’s Math Curriculum,” National Review, 3/27/2023:
The initiative for math “equity” is a race-based continuation of one of the Common Core Standards goals, which was to reduce the achievement gap in math.
Note that reducing the gap can be done by bringing the top learners down, not necessarily raising the bottom learners up.
Since the National Association of Education Progress has seen test scores drop for the first time in history since Common Core was implemented, I guess they’ve been successful in reducing the gap.
https://www.npr.org/2022/10/24/1130629135/naep-test-covid
https://www.cato.org/blog/naep-2022-gloomy-results-nations-report-card
It’s as if the education establishment has given up on raising the bar for math achievement.
Now it’s all about race.
See “Critical Math Doesn’t Add Up,” by Williamson Evers and Ze’ev Wurman:
https://www.independent.org/publications/article.asp?id=14114
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