Oregon promotes teacher program that seeks to undo 'racism in mathematics'

That's what I just asked you to do. Are you asserting there is none?

 

According to Carl Boyer’s History of Mathematics there was very little in advancement of mathematics during that time in Europe, mostly due the influence of the Church. All of the serious scholarship was done in Arabic. The time leading up to the Renaissance, European mathematics consisted mostly of absorbing the mathematical developments from Arabic and Hindu sources.

At the beginning of the Renaissance, from a modern mathematical scholar’s perspective, mathematics, at its highest levels, was still quite primitive.

An interesting sideline is that as mathematics developed, the centers of learning moved northwards. The Renaissance began in Italy. The math and science developments then moved to France, pouring over into Germany and Flanders, eventually landing in England and into Scandinavia. There may be a cultural reason for this.

From before recorded history there has been a war between cultures in Europe. While there have been many sides, it can often be broken into a clash between those civilizations that sprang up along the Mediterranean and those that formed in the North, along the Baltic and North Seas. The clash first came to a head when the Germanic tribes put a stop to Roman expansion. Once again as the men from the North went Viking along the European Coast. And again as England and then the US became the dominate power in the world.

In the Mediterranean world, education was for the upper classes, scholarship a leisure time activity. In the North, education was seen as more of a societal thing, as a way of improving the lot of man. Scholarship seen as an honorable profession The Kings of England and Sweden began pushing for widespread education with the predictable results. Need I say that liberalism sprang out of this Northern European culture of education. As liberal democracies began to appear, first in the US, and then France, widespread public education became the norm.

 

You would be surprised to discover how often close is close enough, especially when higher ups are exerting pressure. Good engineers have a habit of over engineering things. In a typical design process, a basic workable design will be constructed. Then the process will begin of working out all the little bugs, which can take the design far afield from where it began, only to eventually be whittled down to an efficient design. Those looking at the bottom line don’t always like the added expense, but if you want a quality product, you have to pay for the creative process to play out.

There was once I was working for a company that wanted to enclose their products in NEMA boxes. A NEMA box is a box that environmentally protects its contents. While I was doing the electrical design work, another fellow, who had a master’s degree from Stanford, was working on a heat exchanger. When the product began rolling off the assembly line, I was standing there alongside the Vice President of marketing. We were discussing the product when I noticed that the heat exchanger was inside the box. I told the VP that we can’t sell those products because they will not work as advertised. The product tested water samples and the lower the temperature of the water, the more accurate the readings. Since the instrument was used in industrial settings, the water being tested tended to be on the hot side. Thus the need for a heat exchanger to extract the heat out of the water sample. The problem was that even though the heat exchanger worked wonderfully, it dumped the heat back into the box, which heated up the instrument and thus the water that had just been cooled. It has been a rather common pattern with each company I have worked for. First prove my worth by fixing the screw ups of the last guy. Then do original work.

 

What 2 + 2 is, is not really something that is up for debate.
But in more complicated math, there indeed is a thing that multiple answers are correct, as in a circle put in the dead center of an X and Y axis, crosses both the X as the Y on 2 points.
There are also shapes that have an infinitive amount of right answers of where the shape crosses some imaginary X or Y axis.

There are no doubt multiple good answers of what path leads to the moon when flying off to the moon,... leading to having a debate of what is the best one to pick.

 

It may well be incorrect. The formula the teacher taught you always works. Other formula may work only part of the time.

 

""The concept of mathematics being purely objective is unequivocally false, and teaching it is even much less so," the document for the "Equitable Math" toolkit reads. "Upholding the idea that there are always right and wrong answers perpetuate objectivity as well as fear of open conflict.""

How many different ways can you calculate 1+1=2? 2x+1=9? The stress factor on reinforced concrete? What amount of thrust and for how long to keep that manned space ship from screaming past Mars and out into the universe? Do you think NASA or a builder of skyscrapers tell their engineers we don't care how you do it and there are no right or wrong answers?

This is about passing through students who did not accomplish basic math because their teachers fail them.

 

Because there are multiple solutions does that mean there are no WRONG answers? Is there no wrong answer to 2+2? How about every other one but 4? We ARE talking basic school math. If children are taught whatever they come up with is right if they think so please tell me which planes they design so I won't fly on one.

At the given weight and given speed and the given gravitational pull of the moon given the amount of fuel being carried. I prefer ONE answer, the precise correct one. There ARE wrong answers.

 

<COMMENTS EDITED>Math questions are not like that eventually. You need to be in the "typical backward" deep south of Alabama to get a math question like "Tyrone knocked up four girls in the gang. There are 20 girls in his gang. What is the exact percentage or girls Tyrone knocked up". Sure you can go question if I can post a link, but lets assume you <COMMENTS EDITED> find that this was indeed an actual question on a math quiz.

It seems you're out of touch of reality of what math is really like in highschool. It's not just begins and ends with questions of "what is 1+1?" when they graduate. They teach more than that during math, and that's where racism and other things occur like more than 1 good question to even no wrong answer like: A^2 + B^2 = <<no wrong answer>>. Nou doubt that is where that program kicks in. <COMMENTS EDITED>

At a given weight and a given speed.... but those are variables that from the start you can fill in with so many different variables, that you might end up with an no wrong answer.
It's not as if you're able to rule it out at this point.

 

The irony of the Oregon department of education pushing for ethnomathmatics, all the while their entire state supports a meager 2.2% African American population. Funny how a state full of white people is telling a tiny portion of the black population how it needs to be educated to avoid discrimination... Just wow!