A new curriculum in Ontario, Canada is seeking to ‘decolonialize’ math and will teach that the subject is subjective. This is just the latest example of the left’s attempt to inject social justice into a subject that should never be politicized.
It’s not only crazy, it’s completely unfair to the students.
The Toronto Sun reports:
Ontario’s new Grade 9 curriculum preaches ‘subjective’ nature of mathematicsIt’s apparently about more than just the numbers.Changes to Ontario’s math curriculum announced last year by Education Minister Stephen Lecce will include a ‘subjective’ and ‘decolonial’ approach to mathematics, according to documents posted on the ministry’s website.“Mathematics is often positioned as an objective and pure discipline,” reads a section of an online brief highlighting the ‘vision and goals’ of the updated curriculum.“However, the content and the context in which it is taught, the mathematicians who are celebrated, and the importance that is placed upon mathematics by society are subjective.”Math, it continues, has been “used to normalize racism and marginalization of non-Eurocentric mathematical knowledges,” and explains that taking a “decolonial” and “anti-racist approach” to teaching math will outline its “historical roots and social constructions” to students.“The Ontario Grade 9 mathematics curriculum emphasizes the need to recognize and challenge systems of power and privilege, both inside and outside the classroom, in order to eliminate systemic barriers and to serve students belonging to groups that have been historically disadvantaged and underserved in mathematics education,” the brief continues.
Are parents in Ontario really going to accept this?
This is the official curriculum text James Lindsay is displaying in that tweet:
Mathematics is often positioned as an objective and pure discipline. However, the content and the context in which it is taught, the mathematicians who are celebrated, and the importance that is placed upon mathematics by society are subjective. Mathematics has been used to normalize racism and marginalization of non-Eurocentric mathematical knowledges, and a decolonial, anti-racist approach to mathematics education makes visible its historical roots and social constructions. The Ontario Grade 9 mathematics curriculum emphasizes the need to recognize and challenge systems of power and privilege, both inside and outside the classroom, in order to eliminate systemic barriers and to serve students belonging to groups that have been historically disadvantaged and underserved in mathematics education.
What’s next? Social justice in nuclear fission?
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