The proposed California framework provides examples of how “white supremacy culture” has infiltrated math classes in schools:
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The focus is on getting the “right” answer.
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Independent practice is valued over teamwork or collaboration.
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“Real-world math” is valued over math in the real world.
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Students are tracked (into courses/pathways and within the classroom).
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Participation structures reinforce dominant ways of being.
Additionally, the document asserts the means by which teachers assess student learning in math is based on white supremacy culture, as demonstrated by:
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Students are required to “show their work.”
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Grading practices are focused on lack of knowledge.
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Language acquisition is equated with mathematical proficiency