By Tyler Durden
California’s attempts to eliminate accelerated math courses for gifted students was a terrible idea from the beginning. Now it’s beginning to backfire.
Premised on the absurd notion that naturally gifted Asian and White students simply have better opportunities than black and brown students – as opposed to differences in study habits, parental involvement, and cultural values – a draft plan to overhaul how math is taught across the state has set off a fierce debate, according to the NY Times.
The draft proposal rejects the notion that some students are naturally gifted, and recommends against shifting certain students into gifted programs in middle school. It also proposes that math should not be ‘colorblind’ – and that teachers should use math lessons to explore social justice, “for example, by looking out for gender stereotypes in word problems, or applying math concepts to topics like immigration or inequality.”
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