加州老师们呼吁大家反对和抗议这个新法规，以拯救加州和美国的数学教育和未来竞争力。其实我看以下被批判的教学方法根本不是白人专利，明明是中国人的发明： EquitableMath.com 主张：在数学教学中，”白人至上主义”体现在 - 注重正确答案（”focus on getting the right answer”- 改正错误 (“addressing mistakes”)- 展示过程 （”show your work”）- 重视个人练习（”independent practice is valued over teamwork collaboration”)- 能力分班（”students are tracked (into courses/pathways and within the classroom)”)- 严格程度呈现在困难度(“rigor is expressed in difficulty”) 加州数学框架（California Math Framework) 將会以上面这些Equitable Math的概念来打击数学教学中的”白人至上主义”。 加州数学框架草案正在接受public comment。截止日期是4月8日。 五月19-20日State Instruction Quality Commission （IQC) 会做决定。 请给IQC 表达你的意见。我们下一带的数学教育，未来美国的竞争力都会受到影响。 - Sign the form by E4QE: https://tf116rbj.paperform.co/ - Or email directly: mailto:[email protected] REFERENCE: - Draft Math Framework at IQC site: https://www.cde.ca.gov/ci/ma/cf/ - E4QE (Educators for Quality and Equality): https://www.educators4qe.org/ - White Supremacy in Equitable Math: https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf - Newsweek on Equitable Math: https://www.newsweek.com/math-suffers-white-supremacy-according-bill-gates-funded-course-1571511 juicycandy 发表于 2021-04-07 21:19
其中一小段 Chapter 9, Supporting Equitable and Engaging Mathematics Instruction line 1034 开始 An important idea conveyed in this framework is that all students deserve access to high-level mathematics curriculum. The tradition of ability grouping and tracking students in the elementary and middle years has resulted in widespread racial inequalities and the filtering of many students out of pathways that are perceived as mathematics-dependent (including science, technology, engineering, and mathematics). In addition, there is research demonstrating negative effects of ability grouping and tracking on those in the “high” group or track as well (Becker, Neumann, Tetzner, Böse, Knoppick, Maaz, Baumert, & Lehmann, 2014; Mulkey, Catsambis, Steelman, & Crain, 2005). This framework recommends that all students take the same, rich mathematics courses in K–8. The chapters describing high school pathways and data science set out a structure for high school that will be new to many administrators, including the provision of a pathway in data science and statistics that can be taken as an alternative, or in addition, to calculus. This pathway should be open to all students, not only those who have been selected as mathematically oriented in younger grades. The provision of real data, and the encouragement of students to ask their own questions of the data, has the potential to broaden participation and make Science, Technology, Engineering, and Mathematics (STEM) pathways considerably more equitable. As new courses are developed and introduced into schools, it is important that administrators hold equity as a guiding principle and work to encourage equitable participation in the new courses.
LZ给出的推动组织之一，去他们网站，https://equitablemath.org/ 最底部： ”We also wish to thank the Bill and Melinda Gates Foundation for their generous financial support of this project.”
全禁了多明显没法愚民，总要披上漂亮的外衣，比如，equity, anti-racism. 你看看推动组织网站 https://equitablemath.org/ 有组织有财力支持精心编写的很长的文案。 点击下他们的内容比如stride 1, 数学中的白人至上基本上是他们炮制出来的。还贴心的列出了educator们具体改变的时间表！ 估计按他们说的改能拿到fund. 比如他们列出的数学中的白人至上文化的一些例子： • 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.
其中一小段 Chapter 9, Supporting Equitable and Engaging Mathematics Instruction line 1034 开始 An important idea conveyed in this framework is that all students deserve access to high-level mathematics curriculum. The tradition of ability grouping and tracking students in the elementary and middle years has resulted in widespread racial inequalities and the filtering of many students out of pathways that are perceived as mathematics-dependent (including science, technology, engineering, and mathematics). In addition, there is research demonstrating negative effects of ability grouping and tracking on those in the “high” group or track as well (Becker, Neumann, Tetzner, Böse, Knoppick, Maaz, Baumert, & Lehmann, 2014; Mulkey, Catsambis, Steelman, & Crain, 2005). This framework recommends that all students take the same, rich mathematics courses in K–8. The chapters describing high school pathways and data science set out a structure for high school that will be new to many administrators, including the provision of a pathway in data science and statistics that can be taken as an alternative, or in addition, to calculus. This pathway should be open to all students, not only those who have been selected as mathematically oriented in younger grades. The provision of real data, and the encouragement of students to ask their own questions of the data, has the potential to broaden participation and make Science, Technology, Engineering, and Mathematics (STEM) pathways considerably more equitable. As new courses are developed and introduced into schools, it is important that administrators hold equity as a guiding principle and work to encourage equitable participation in the new courses. xxmmll11 发表于 2021-04-07 23:34
得看全了，你觉得这段有问题吗： The tradition of ability grouping and tracking students in the elementary and middle years has resulted in widespread racial inequalities and the filtering of many students out of pathways that are perceived as mathematics-dependent (including science, technology, engineering, and mathematics). I
我本来想不focus on right answer可能意在focus on process，不是挺好。然而好像并不是这样？（话说写这玩意儿的人英语也不太好啊， math being purely objective 并不是一个concept, 而是一个 proposition, 而且 concept并不存在true or false。估计语法和逻辑都没学好。
加州老师们呼吁大家反对和抗议这个新法规，以拯救加州和美国的数学教育和未来竞争力。其实我看以下被批判的教学方法不一定是白人专利，难道不是中国人的发明😂
EquitableMath.com 主张：在数学教学中，”白人至上主义”体现在 - 注重正确答案（”focus on getting the right answer” - 改正错误 (“addressing mistakes”) - 展示过程 （”show your work”） - 重视个人练习（”independent practice is valued over teamwork collaboration”) - 能力分班（”students are tracked (into courses/pathways and within the classroom)”) - 严格程度呈现在困难度(“rigor is expressed in difficulty”)
加州数学框架（California Math Framework) 將会以上面这些Equitable Math的概念来打击数学教学中的”白人至上主义”。
加州数学框架草案正在接受public comment。截止日期是4月8日。 五月19-20日State Instruction Quality Commission （IQC) 会做决定。
请给IQC 表达你的意见。我们下一带的数学教育，未来美国的竞争力都会受到影响。 - Sign the form by E4QE: https://tf116rbj.paperform.co/ - Or email directly: mailto:[email protected]
REFERENCE: - Draft Math Framework at IQC site: https://www.cde.ca.gov/ci/ma/cf/ - E4QE (Educators for Quality and Equality): https://www.educators4qe.org/ - White Supremacy in Equitable Math: https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf - Newsweek on Equitable Math: https://www.newsweek.com/math-suffers-white-supremacy-according-bill-gates-funded-course-1571511
美国如果衰落，白左首功。
德国也是一样啊
上百万上千万人口失业, 无所事事
但是护士, 司机等行业没人做, 得去 中国, 越南, 东欧找人干
这个切入点很好，可以跟欧盟小弟们都说一下以后咱们就按这个来学数学，谁也不准自推
我是开玩笑的
数学超强，你是说这些学校掌握了世界其它数学家不知道的数学理论？
虽然数学符号都一样，有人能摆新花样，有人抄的好。
有道理，以后给上私校的娃996卖命还朝不保夕，或者在毒品和犯罪中沉沦，反正都是民主党的铁票仓 妙啊！
长臂管瞎？
据说某推动组织是盖茨基金会赞助的
aops是有点贵。本来打算注个camp让娃打发一下时间，看了看价钱，还是决定自己教算了。
不好意思，不小心点了踩没法取消
这个有source么么？怎么最近哪儿哪儿都有比尔盖茨。
楼主已经给出链接了
加州教育部官网 https://www.cde.ca.gov/ci/ma/cf/
其中一小段 Chapter 9, Supporting Equitable and Engaging Mathematics Instruction
line 1034 开始
An important idea conveyed in this framework is that all students deserve access to high-level mathematics curriculum. The tradition of ability grouping and tracking students in the elementary and middle years has resulted in widespread racial inequalities and the filtering of many students out of pathways that are perceived as mathematics-dependent (including science, technology, engineering, and mathematics). In addition, there is research demonstrating negative effects of ability grouping and tracking on those in the “high” group or track as well (Becker, Neumann, Tetzner, Böse, Knoppick, Maaz, Baumert, & Lehmann, 2014; Mulkey, Catsambis, Steelman, & Crain, 2005). This framework recommends that all students take the same, rich mathematics courses in K–8. The chapters describing high school pathways and data science set out a structure for high school that will be new to many administrators, including the provision of a pathway in data science and statistics that can be taken as an alternative, or in addition, to calculus. This pathway should be open to all students, not only those who have been selected as mathematically oriented in younger grades. The provision of real data, and the encouragement of students to ask their own questions of the data, has the potential to broaden participation and make Science, Technology, Engineering, and Mathematics (STEM) pathways considerably more equitable. As new courses are developed and introduced into schools, it is important that administrators hold equity as a guiding principle and work to encourage equitable participation in the new courses.
🐂
说得太精辟了！他们不告诉民众真实原因，还鼓动民众窝里斗。
其他地方可能会效仿
既然math 是racist，索性从小学开始禁止算了。把所有他们认为racist的课全禁了。
LZ给出的推动组织之一，去他们网站，https://equitablemath.org/ 最底部： ”We also wish to thank the Bill and Melinda Gates Foundation for their generous financial support of this project.”
要作死一代人的时间就够了。当然了这些人只拿公立学校下手，富人们权贵们上的私立。中产们以后不用买学区房了，上私立吧，或者在家上学。
全禁了多明显没法愚民，总要披上漂亮的外衣，比如，equity, anti-racism. 你看看推动组织网站 https://equitablemath.org/ 有组织有财力支持精心编写的很长的文案。 点击下他们的内容比如stride 1, 数学中的白人至上基本上是他们炮制出来的。还贴心的列出了educator们具体改变的时间表！ 估计按他们说的改能拿到fund. 比如他们列出的数学中的白人至上文化的一些例子：
• 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.
LZ的题目应该改改。他们的本质应该顾不上中国，也不会卖国，还是no child left behind的具体实施。为了达到结果的平等，不琢磨怎么帮后进，而是致力于降低公立学校的数学水平，迫使白人亚裔学生和黑人西裔水平接近，达到学业的outcome持平。以后的升大学就业机会就更水到渠成了。
其他州应该也开始了，各种外衣包装下的改革。 自己请家教或者自己教未必有用，州学区可以改变考试衡量的标准。
难怪我家娃在家上网课，我才发现老师从不改娃的数学作业，原来getting right answer, addressing mistakes都是白人至上。。。。坐标麻省好区
哪来的蜜汁自信
这段话有什么问题吗？
公司招外国人有补贴，美国人没有补贴。
当然有人做，只是从国外弄来政府雇佣，企业不用出钱，所以才说当地人不做。
跟指定这种政策的人没法讲道理。他们也不想跟别人讲道理。记得反对他们就对了。不用想着说服他们。
我也是看了没看出大问题 grouping 不grouping的不是很老的话题了吧。蒙氏的学校不就是把不同岁不同程度的孩子放一起，互相教互相学。
白右更反智，完了，太打击信心了。
这个是不是老师懒？这么新鲜的idea，你家老师已经自己实施了
什么都要“正确”答案，什么都要唯一的声音，这只有专制独裁政府才能干得出来吧。任何东西，包括1+1=2，都可以质疑，都应该有不止一个答案。你有什么权力规定别人只能采用你的答案？
哪个专业莫名其妙了？你说说
去网站上看他们的 stride 1: Dismantling Racism in Mathematics Instruction.
楼主列的那几条在stride 1里面。楼主帖子里最后一个link就是。
美国教育问题不在数学语文还是social study，在于不公平。对努力向上的孩子不公平。
以后收入也可以扯皮了，一小时20块，谁说两小时就得40.我算出来是400.
白右自己过自己的，除了几个疯子出来杀杀人，对绝大多数公共政策毫无影响，因为他们要的是 减法，
白左天天以自己的标准衡量别人，恨不得都过着 LGBTQ的 高尚日子，而且对公共政策 影响巨大，他们是 做加法！！ 你跟不上加速度，你就是 racist ！！
美华为啥不关心？你不坐飞机火车，不你去医院看医生。麻醉师不会数学不可怕？数学是各类科学的基础，各种生命攸关。
牛！就这么干！
苦累专业谁学？傻子才学，米国本土小孩是要学communications, political science那种专业的，出来就给苦逼中印工程师当老板，呵呵呵
想多了，这些活有中印苦逼工程师做，本土人就动动嘴皮子喊喊口号就行了
很多东西是可以商榷的，也有各种例外。但是一开始这么教孩子绝对不行。小朋友一开始学的就只能是1+1=2，等大了以后可以理性讨论例外的情况。
几乎所有结尾为study的专业都不应该设本科。可以设研究生。
现在美国一个亚裔没有，你说的这些东西也都能做出来
还真不是的。你看看那些被采访的实验室科学家，全是一帮有口音的移民。
手动点赞
得看全了，你觉得这段有问题吗： The tradition of ability grouping and tracking students in the elementary and middle years has resulted in widespread racial inequalities and the filtering of many students out of pathways that are perceived as mathematics-dependent (including science, technology, engineering, and mathematics). I
哈哈，前不久网上流传一个笑话录像，学校老师教学生2+2=4被家长告了，说为什么2+2一定=4？孩子可以想出其他的答案。校长也认为老师不对。最后老师被解雇。 结算工资的时候老师要求校长付多少钱。校长说几加几应该等于多少。老师反问校长几加几为什么就等于他的答案。校长无言以对。
握个手，看的同一个
LZ这新题目跟中小学数学教学没啥关联
有家长指出，亚裔学生聪明好学、努力拼搏的特点在肤色和族裔政治面前却依然处于劣势。 “我们高中今年最顶尖的学生，申请CS专业几乎全军覆没，这个学校未有一位亚裔学生被UCB或UCLA录取，最好的学生也不过进入学校的waitlist。
完全沒說是哪個學校，無可查證的消息就不要轉發吧