Quote:
Originally Posted by Shin Pad
I think you are correct on teaching the students how to arrive at the answer. But the document clearly says that the focus should not be on the right answer. And somehow out of that, they managed to link racism with the focus on the right answer. That's the part I object to.
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But the document does clearly say that the focus should not be on the right answer BECAUSE the focus should be on how students arrive at it. This includes unpacking the assumptions made if the right answer is not arrived at, illustrating both how to arrive at the right answer while showing common mistakes and why they occur, etc.
Again, you have to take the whole thing in context and there is a lot of context. It is not linking "the focus on the right answer" to any sort of active racism. It is suggesting it is part of a system developed by a white-dominated culture for it's own use, and can be better broadened by including teaching principles from other cultures.
It seems like you're taking it as "focusing on the right answer is racist." That's fine to object to, but you have to remove context in order to believe that is what it is saying.
Following the toolkit would likely help a lot of students who struggle with math regardless of race.