Here we go again. David Silverman is racing rightwards, and is considering voting for Trump, because he doesn’t like the idea of defunding the police or what the Right are calling “Woke Math”.
I'm upset. I'm literally thinking of voting red right now. Me. David Silverman. I used to say "I'm so blue I make the sky look red". I haven't changed, the Left has. And here I sit contemplating the pussy grabbing crook, because cops and due process and free speech? WTF?
— David Silverman (@MrAtheistPants) August 11, 2020
Nobody changed, Dave. If you’re seriously considering voting Republican now, you were never on the side of the Left, which we should have figured out from all the CPAC chasing you were doing. Biden & Harris are very much center left politicians, so all the caterwauling about how radically socialist they are is absurd — the people I know who are unhappy with the Democratic candidates are rejecting them because they aren’t Left enough, which is actually an honest position.
But what about this “Woke Math” nonsense, which is a Fox News talking point? All this crap about schools not teaching 2+2=4 is made up propaganda. It’s not true.
Gee, yeah.. it sounds exactly like that doesn't it? Just tweak the definitions a bit. God exists, if by "God" you mean all humanity or some shit like that. So God can be real, and 2+2 can equal other things. because God <> God and 2<>2.
— David Silverman (@MrAtheistPants) August 7, 2020
You can look it up for yourself. Go to the Seattle Public Schools K-12 Math Ethnic Studies Framework, and read it. It doesn’t say anywhere that 2+2=5.
Here’s what it actually says. I don’t know how anyone can disagree with it.
Origins, Identity and Agency, as defined by ethnic studies, is the ways in which we view ourselves as mathematicians and members of broader mathematical communities. Mathematical theory and application is rooted in the ancient histories of people and empires of color. All human endeavors include mathematical thinking; from humanities to the arts to the sciences.
It’s saying that mathematics is a universal, multicultural thing. Do you disagree?
Power and oppression, as defined by ethnic studies, are the ways in which individuals and groups define mathematical knowledge so as to see “Western” mathematics as the only legitimate expression of mathematical identity and intelligence. This definition of legitimacy is then used to disenfranchise people and communities of color. This erases the historical contributions of people and communities of color.
They are explaining that math has often been used to justify oppression, whether it’s that slaves only count as 3/5ths of a person, or that the people of African nations have an average IQ of 70. Do you disagree?
The history of resistance and liberation, as defined by ethnic studies, is the stories, places, and people who helped liberate people and communities of color using math, engineering, and technology. Access to mathematical knowledge itself is an act of liberation.
What a radical idea, that knowledge is power and that learning math can set you free! Do you disagree?
Any atheist that doesn’t think that science and knowledge are vastly important can just fuck right off, Dave.
Student action, as defined by ethnic studies, is fostering a sense of advocacy, empowerment, and action in the students that creates internal motivation to engage in and contribute to their identities as mathematicians. Students will be confident in their ability to construct & decode mathematical knowledge, truth, and beauty so they can contribute to their experiences and the experiences of people in their community.
That’s a beautiful goal to have in any classroom. Do you disagree?
Even more dangerously, they have a list of questions that are appropriate for the subject. Oh no! QUESTIONS!
Where does Power and Oppression show up in our math experiences?
● Who holds power in a mathematical classroom?
● Is there a place for power and authority in the math classroom?
● Who gets to say if an answer is right?
● What is the process for verifying the truth?
● Who is Smart? Who is not Smart?
● Can you recognize and name oppressive mathematical practices in your experience?
● Why/how does data-driven processes prevent liberation?
How is math manipulated to allow inequality and oppression to persist?
● Who is doing the oppressing?
● Who does the oppression protect? Who does this oppression harm?
● Where is there an opportunity to examine systemic oppression?
● How can math help us understand the impact of economic conditions and systems that contribute to poverty and slave labor?
● How does math contribute to how we value natural resources?
My god, this is a recipe for making students think about the broader context, and also emphasizes over and over again how important it is for the students to understand math.
No wonder Fox News hates it and invents false claims about it, like that it’s all about teaching kids that 2+2 is not equal to 4. The far right has an anti-education agenda, and that’s why they’re spreading these lies.
And David Silverman has gullibly swallowed it whole. And is using it as an excuse to vote for Trump.