A math education professor at the University of Illinois says the ability to solve geometry and algebra problems and teaching such subjects perpetuates so-called white privilege.Rochelle Gutierrez laid out her views on the subject in an article for a newly published anthology for math educators titled, “Building Support for Scholarly Practices in Mathematics Methods.”“School mathematics curricula emphasizing terms like Pythagorean Theorem and pi perpetuate a perception that mathematics was largely developed by Greeks and other Europeans," she says, according to Campus Reform.
She also says that addressing equity in mathematics education will come when teachers can understand and negotiate the politics outside the classroom.
“On many levels, mathematics itself operates as whiteness. Who gets credit for doing and developing mathematics, who is capable in mathematics, and who is seen as part of the mathematical community is generally viewed as white,” she writes.
Further, she says mathematics operates with unearned privilege in society, “just like whiteness.”
From Kent State:
Let's start with the particular poisonousness of each.An advertisement for a Kent State University event asked if the phrase “You Need Jesus” is a form of “hate speech” or “free speech” — and a Christian student leader wants an apology.The Twitter announcement for last week’s forum sponsored by the Ohio school’s Center for Student Involvement included an image of figures holding various signs: Three read “No More Gays,” “Women Need To Serve Their Man” and “Build a Wall” — the fourth read “You Need Jesus.”
In the case of the U of I professor, we are looking at a frontal assault on objective truth. The answer to a given math equation is immutable, and depends not a whit on whether anyone is "capable" of arriving at it, much less anyone's demographic designation. And speaking of objective truth, the professor is actually correct that mathematics was largely developed by Greeks and other Europeans.
Those Europeans gave a gift to the world, a gift that has catalyzed human advancement that was unimaginable beforehand. Has she considered that she is actually calling for denying that gift to the swath of humanity that falls into some category other than "white"?
A highly credentialed scholar is basically extolling hatred for the accumulation of knowledge.
In the case of this Center for Student Involvement ad, it requires no special level of sharpness to see what's being implied. There's the obvious message conveyed by the grouping of the Jesus sign with the others: that Christian faith is predicated on bigotry. Then there are the intended implications of the other signs. In whose fevered imagination is a "no more gays" message a societal commonplace? The way that sign reads, some societal element with influence worth noting is calling for total eradication of homosexuals. Do you know of any such element? The grammatical sour note struck by the next sign aside, "Women Need To Serve Their Man," utterly divorced from the corresponding message that would be included in at least a Christian conveyance, the message that men need to serve their women as well, is not a mainstream view by any stretch. Then there's "Build a Wall," which, if we cut to the chase, is intended to impress upon the sign-reader the notion that concern for national sovereignty is an attempt to legitimize bigotry.
Then there is the overarching level, on which these stories, when taken together, reinforce the message that is inescapable on today's university campus: that white Christian males are a malevolent force in society.
This is not a call for responding to such a toxic assumption with any kind of "pride" in falling into any or all of those categories. Indeed, pride for having a certain kind of pigmentation or DNA diminishes the whole notion that achievement is the proper antecedent to self-regard. That's why it ought to have no place in the world view of a black person or a woman. And, as we know, pride is the antithesis of what a Christian strives for. Ultimately, as Christians understand, a sense that one is inherently okay comes from God's grace alone.
My sense, and I'm going on intuition here - although recent poll data regarding the worth of a college education backs me up - is that it's too late for a backlash that is going to restore the Western university to the stature it deservedly enjoyed prior to the last 40 years.
And given that the university has been the repository of the knowledge humankind has accumulated over the last six-plus millennia, the prospects for our civilization to be able to even tread water, much less continue advancing, are dire indeed.
Before the modern age and the worldwide spread of knowledge, written examples of new mathematical developments have come to light only in a few locales. The most ancient mathematical texts available are Plimpton 322 (Babylonian c. 1900 BC),[2] the Rhind Mathematical Papyrus (Egyptian c. 2000–1800 BC)[3] and the Moscow Mathematical Papyrus (Egyptian c. 1890 BC). All of these texts mention the so-called Pythagorean triples and so, by inference, the Pythagorean theorem, seems to be the most ancient and widespread mathematical development after basic arithmetic and geometry.
ReplyDeleteThe study of mathematics as a demonstrative discipline begins in the 6th century BC with the Pythagoreans, who coined the term "mathematics" from the ancient Greek μάθημα (mathema), meaning "subject of instruction".[4] Greek mathematics greatly refined the methods (especially through the introduction of deductive reasoning and mathematical rigor in proofs) and expanded the subject matter of mathematics.[5] Chinese mathematics made early contributions, including a place value system and the first use of negative numbers.[6][7] The Hindu–Arabic numeral system and the rules for the use of its operations, in use throughout the world today, likely evolved over the course of the first millennium AD in India and were transmitted to the west via Islamic mathematics through the work of Muḥammad ibn Mūsā al-Khwārizmī.[8][9] Islamic mathematics, in turn, developed and expanded the mathematics known to these civilizations.[10] Many Greek and Arabic texts on mathematics were then translated into Latin, which led to further development of mathematics in Medieval Europe.
Source: Wiki
^ Jump up to: a b (Boyer 1991, "Euclid of Alexandria" p. 119)
Delete2.Jump up ^ J. Friberg, "Methods and traditions of Babylonian mathematics. Plimpton 322, Pythagorean triples, and the Babylonian triangle parameter equations", Historia Mathematica, 8, 1981, pp. 277—318.
3.Jump up ^ Neugebauer, Otto (1969) [1957]. The Exact Sciences in Antiquity (2 ed.). Dover Publications. ISBN 978-0-486-22332-2. Chap. IV "Egyptian Mathematics and Astronomy", pp. 71–96.
4.Jump up ^ Heath. A Manual of Greek Mathematics. p. 5.
5.Jump up ^ Sir Thomas L. Heath, A Manual of Greek Mathematics, Dover, 1963, p. 1: "In the case of mathematics, it is the Greek contribution which it is most essential to know, for it was the Greeks who first made mathematics a science."
6.Jump up ^ George Gheverghese Joseph, The Crest of the Peacock: Non-European Roots of Mathematics, Penguin Books, London, 1991, pp.140—148
7.Jump up ^ Georges Ifrah, Universalgeschichte der Zahlen, Campus, Frankfurt/New York, 1986, pp.428—437
8.Jump up ^ Robert Kaplan, "The Nothing That Is: A Natural History of Zero", Allen Lane/The Penguin Press, London, 1999
9.Jump up ^ "The ingenious method of expressing every possible number using a set of ten symbols (each symbol having a place value and an absolute value) emerged in India. The idea seems so simple nowadays that its significance and profound importance is no longer appreciated. Its simplicity lies in the way it facilitated calculation and placed arithmetic foremost amongst useful inventions. the importance of this invention is more readily appreciated when one considers that it was beyond the two greatest men of Antiquity, Archimedes and Apollonius." – Pierre Simon Laplace http://www-history.mcs.st-and.ac.uk/HistTopics/Indian_numerals.html
10.Jump up ^ A.P. Juschkewitsch, "Geschichte der Mathematik im Mittelalter", Teubner, Leipzig, 1964
But brown & yellow students are cleaning up in math worldwide.
ReplyDeleteWhatever.
ReplyDeleteYou know that all this arcane doo-doo you offer here does not suddenly prove that this professor has a valid point.
ReplyDeleteI suppose the history of mathematics is arcane doo, compared to, say, the history of warfare, but, no, a Greek did make the big breakthrough. But many races and regions built upon it. It is said that everything can be explained mathematically. And does brown and yellow people generally excelling at math prove you or the professor wrong? There may be a math gene, but some teachers say it just takes hard work. I have even seen it said that even if you suck at math, the effort will promote progress. Plus I fail to see that intellectual debate over this means the end of the American university as we knew it. That is its' lifeblood. Anyhow, I graduated from an American university 44 years ago, when it was still great, in your mind.
ReplyDeleteYou have, throughout discussions here about the university's rot, taken the position that STEM disciplines have evaded politicization. The significance of this story is that this is clearly no longer the case.
ReplyDeleteOK we're all goin to hell in a bucket and you aren't enjoying the ride. Cheers!
ReplyDeleteDon't confuse the politics of math education with math, my dear embittered and forlorn bloggie, this is all an ongoing debate about how to teach math, ya know:
ReplyDeleteAMERICAN children have been bad at math for well over a century now. As early as 1895, educational reformers lamented Americans’ “meager results” in the subject. Over the years, critics of math education in this country have cycled through a set of familiar culprits, blaming inadequate teacher training, lackluster student motivation and faulty curricular design. Today’s debates over the Common Core mathematical standards are just the latest iteration of this dispute.
Although these issues are important — no reform can ever succeed without considering teacher training and textbook design — resolving them will never make the underlying question of how to teach math “go away.” This is because debates about learning mathematics are debates about how educated citizens should think generally. Whether it is taught as a collection of facts, as a set of problem-solving heuristics or as a model of logical deduction, learning math counts as learning to reason. That is, in effect, a political matter, and therefore inherently contestable. Reasonable people can and will disagree about it.
https://www.nytimes.com/2015/12/03/opinion/the-politics-of-math-education.html?_r=0
I guess insofar as it can be seen as a subset of the "ongoing debate about how to teach math," it can be interpreted as the topic of this post. But the the topic is specifically the infection of mathematics by identity politics.
ReplyDeleteIdentity politics is part of every debate these days. That does not mean it will "win out."
ReplyDeleteThe fact that it is part of every debate these days means that it has largely "won out."
ReplyDeleteI think it's still a debate myself.
ReplyDelete