But having read over the proposed framework, I have to say that it does seem fairly terrible. It’s chock full of social justice jargon that sounds smart but is actually vapid. What does it mean to decode mathematical “beauty” or “identify how the development of mathematics has been erased from learning in school?” (Has it been erased? That seems like a problem for history class.) The guidance says it will “re-humanize mathematics through experiential learning” and facilitate learning “independently and interdependently.” That’s a fancy way of saying almost nothing at all.
The guidance also includes some extremely political, simplistic talking points that might be popular among activist academics but are in reality somewhat dubious. This is verbatim from the proposal: Students will be able to “identify the inherent inequities of the standardized testing system used to oppress and marginalize people and communities of color,” “explain how math has been used to exploit natural resources,” and “explain how math dictates economic oppression.” Each of these statements are debatable, but they are not being presented as such. It would be one thing to hold a class discussion about the strengths and weaknesses of standardized testing, but what’s happening here is that students are being trained to reject standardized testing due to its “inherent inequity,” which is asserted as some kind of proven fact.