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borislvinВы не знали? Так узнайте.
we see white supremacy culture in the mathematics classroom can show up when:
• The focus is on getting the “right” answer.
• Independent practice is valued over teamwork or collaboration.
• “Real-world math” is valued over math in the real world.
• Students are tracked (into courses/pathways and within the classroom).
• Participation structures reinforce dominant ways of being.
• Teachers enculturated in the USA teach mathematics the way they learned it.
• Expectations are not met.
• Addressing mistakes.
• Teachers are teachers and students are learners.
• Math is taught in a linear fashion and skills are taught sequentially, without consideration of prerequisite knowledge.
• Superficial curriculum changes are offered to address culturally relevant pedagogy and practice.
• State standards guide learning in the classroom.
• Procedural fluency is preferred over conceptual knowledge.
• “Good” math teaching is considered an antidote for mathematical inequity for Black, Latinx, and multilingual students.
• Rigor is expressed only in difficulty.
• “I do, we do, you do” is the format of the class.
• Students are required to “show their work.”
• Grading practices are focused on lack of knowledge.
• Language acquisition is equated with mathematical proficiency
https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf
we see white supremacy culture in the mathematics classroom can show up when:
• The focus is on getting the “right” answer.
• Independent practice is valued over teamwork or collaboration.
• “Real-world math” is valued over math in the real world.
• Students are tracked (into courses/pathways and within the classroom).
• Participation structures reinforce dominant ways of being.
• Teachers enculturated in the USA teach mathematics the way they learned it.
• Expectations are not met.
• Addressing mistakes.
• Teachers are teachers and students are learners.
• Math is taught in a linear fashion and skills are taught sequentially, without consideration of prerequisite knowledge.
• Superficial curriculum changes are offered to address culturally relevant pedagogy and practice.
• State standards guide learning in the classroom.
• Procedural fluency is preferred over conceptual knowledge.
• “Good” math teaching is considered an antidote for mathematical inequity for Black, Latinx, and multilingual students.
• Rigor is expressed only in difficulty.
• “I do, we do, you do” is the format of the class.
• Students are required to “show their work.”
• Grading practices are focused on lack of knowledge.
• Language acquisition is equated with mathematical proficiency
https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf
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no subject
Date: 2021-03-07 06:10 am (UTC)no subject
Date: 2021-03-07 06:11 pm (UTC)no subject
Date: 2021-03-07 06:31 pm (UTC)К тому же в обсуждаемой теме нет никакой разницы между white supremacy culture и просто white culture.
no subject
Date: 2021-03-09 05:58 am (UTC)White supremacy culture любой современный американец однозначно прочтёт, как синоним расизма — потому что ни в каком ином смысле этот термин здесь не употребляется, и как минимум в последние 30 лет и не употреблялся никогда.
И нет, white supremacy culture кардинально отличается от white culture по смыслу, и искренне не понимать этого можно только при уровне знания английского языка, с которым написанные на английском тексты лучше бы не обсуждать вообще.
no subject
Date: 2021-03-07 06:32 pm (UTC)Dismantling Racism in Mathematics Instruction
This tool provides teachers an opportunity to examine their actions, beliefs, and values around teaching mathematics. The framework for deconstructing racism in mathematics offers essential characteristics of antiracist math educators and critical approaches to dismantling white supremacy in math classrooms by visibilizing the toxic characteristics of white supremacy culture (Jones and Okun 2001; dismantling Racism 2016) with respect to math. Building on the framework, teachers engage with critical praxis in order to shift their instructional be-liefs and practices towards antiracist math education. By centering antiracism, we model how to be antiracist math educators with accountability.
Вам прямым текстом объясняют, что цель текста в уничтожении "white supremacy culture" и "racism" (употребляемых, как взаимозаменяемые термины) в математическом обучении.
Но даже если бы это не было сказано прямо — вы действительно не знаете, что у сегодняшних американских "антирасистов" расизм является пороком исключительно американских белых, и ни у каких меньшинств присутствовать не может по определению? Сами термины "антирасизм" и "антирасист" были пущены в их сегодняшний оборот людьми, прямым текстом излагающими эту точку зрения, но для вас это — новость?