America Is Flunking Math - Persuasion - 1 views
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shared by Javier E on 17 May 21
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STEM math education math education anti-racism Critical Theory research Science bias
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One can argue that the preeminence of each civilization was, in part, due to their sophisticated understanding and use of mathematics. This is particularly clear in the case of the West, which forged ahead in the 17th century with the discovery of calculus, one of the greatest scientific breakthroughs of all time.
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The United States became the dominant force in the mathematical sciences in the wake of World War II, largely due to the disastrous genocidal policies of the Third Reich. The Nazis’ obsession with purging German science of what it viewed as nefarious Jewish influence led to a massive exodus of Jewish mathematicians and scientists to America
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Indeed, academic institutions in the United States have thrived largely because of their ability to attract talented individuals from around the world.
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The quality of mathematics research in the United States today is the envy of the scientific world. This is a direct result of the openness and inclusivity of the profession.
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Can Americans maintain this unmatched excellence in the future? There are worrisome signs that suggest not.
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The Organization for Economic Cooperation and Development compares mathematical proficiency among 15-year-olds by country worldwide. According to its 2018 report, America ranked 37th while China, America’s main competitor for world leadership, came in first.
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This is despite the fact that the United States is the fifth-highest spender per pupil among the 37 developed OECD nations
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At the undergraduate level, too few American students are prepared for higher-level mathematics courses. These students are then unprepared for rigorous graduate-level work
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According to our own experiences at the universities where we teach, an overwhelming majority of American students with strong math backgrounds are either foreign-born or first-generation students who have additional support from their education-conscious families. At all levels, STEM disciplines are more and more dependent on a constant flow of foreign talent.
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There are many reasons for this failure, but the way that we educate and prepare teachers is particularly influential. The vast majority of K-12 math teachers are graduates of teacher-preparation programs that teach very little substantive mathematics
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This has led to a constant stream of ill-advised and dumbed-down reforms. One of the latest fads is anti-racist mathematics. Promoted in several states, the bizarre doctrine threatens to further degrade the teaching of mathematics.
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Under the banner of DEI, universities are abandoning the use of standardized tests like the SAT and GRE in admissions, and cities are considering scrapping academic tracking and various gifted programs in schools, which they deem “inequitable.”
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such programs are particularly effective, when properly implemented, at discovering and encouraging talented children from disadvantaged backgrounds.
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The new 2021 Mathematics Framework, currently under consideration by California’s Department of Education, does away “with all tracking, acceleration, gifted programs, or any instruction that involves clustering by individual differences, without expressing any awareness of the impact these drastic alterations would have in preparing STEM-ready candidates.”
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These measures will not only hinder the progress of the generations of our future STEM workforce but also contribute to structural inequalities, as they are uniquely detrimental to students whose parents cannot send them to private schools or effective enrichment programs.
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These are just a few examples of an unprecedented fervor for revolutionary change in the name of Critical Race Theory (CRT), a doctrine that views the world as a fierce battleground for the narratives of various identity groups.
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This will only lead to a further widening of racial disparities in educational outcomes while lowering American children’s rankings in education internationally.
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Ill-conceived DEI policies, often informed by CRT, and the declining standards of K-12 math education feed each other in a vicious circle
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Regarding minorities, in particular, public K-12 education all too often produces students unprepared to compete, thus leading to large disparities in admissions at universities, graduate programs, and faculty positions. This disparity is then condemned as a manifestation of structural racism, resulting in administrative measures to lower the evaluation criteria. Lowering standards at all levels leads eventually to even worse outcomes and larger disparities, and so on in a downward spiral.
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A case in point is the recent report by the American Mathematical Society that accuses the entire mathematics community, with the thinnest of specific evidence, of systemic racial discrimination. A major justification put forward for such a grave accusation is the lack of sufficient representation of Black mathematicians in the professio
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the report, while raising awareness of several ugly facts from the long-ago past, makes little effort to address the real reasons for this, mainly the catastrophic failure of the K-12 mathematical educational system.
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The National Science Foundation, a federal institution meant to support fundamental research, is now diverting some of its limited funding to various DEI initiatives of questionable benefit.
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Meanwhile, other countries, especially China, are doing precisely the opposite, following the model of our past dedication to objective measures of excellence. How long before we will see a reverse exodus, away from the United States?
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Improve schools in urban areas and inner-city neighborhoods by following the most promising education programs. These programs demonstrate that inner-city children benefit if they are challenged by high standards and a nurturing environment.
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Follow the lead of other highly successful rigorous programs such as BASIS schools and Math for America, which focus on rigorous STEM curricula, combined with 21st-century teaching methods, and recruit talented teachers to help them build on their STEM knowledge and teaching methods.
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Increase, rather than eliminate, tailored instruction, both for accelerated and remedial math courses.
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Reject the soft bigotry of low expectations, that Black children cannot do well in competitive mathematics programs and need dumbed-down ethnocentric versions of mathematics.