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She said opponents have misconstrued the proposed guidelines, especially the section about right answers.

Seattle talk-radio host Dori Monson jumped into the fray on his own blog, asking, “Did you realize when you subtracted one number from another that you were disenfranchising people by using Western math?” Liz Wheeler, a host on One America News, tweeted that Seattle “is now teaching kids as young as Kindergarten that math is racist.”Ĭastro-Gill said that one elementary school has been trying out some of the ideas from the new framework, but she wouldn’t name the school “because of the hate and vitriol” on social media. In a Twitter thread dubbed #WokeMath, critics sneered at the district’s blend of math and oppression, and zeroed in on parts of the framework that ask, “How important is it to be right?” and “Who gets to say if an answer is right?” Seattle’s proposed guidelines caused a furor on social media after Rod Dreher, an editor for The American Conservative, blogged about them on Sept. That report argues, among other things, for renewed focus on helping students see how math affects the lives of millions, in social media algorithms, polling data, and world finance.īut what some see as leading-edge work, others view as misguided. Seattle’s framework reflects ideas and practices that NCTM has outlined in publications such as last year’s “ Catalyzing Change in High School Mathematics ,” Berry noted. “What they’re doing follows the line of work we hope we can move forward as we think about the history of math and who contributes to that, and also about deepening students’ connection with identity and agency.” Berry III, the president of the National Council of Teachers of Mathematics. “Seattle is definitely on the forefront with this,” said Robert Q. No districtwide-or mandated-math/ethnic studies curriculum is planned, but groups of teachers are working with representatives of local community organizations to write instructional units for teachers to use if they wish, she said. If the frameworks are approved, teachers would be expected to incorporate those ideas and questions into the math they teach beginning next fall, Castro-Gill said. Tracy Castro-Gill, Seattle’s ethnic studies director, said her team hopes to have frameworks completed in all subjects by June for board approval. If adopted, its ideas will be included in existing math classes as part of the district’s broader effort to infuse ethnic studies into all subjects across the K-12 spectrum. Seattle’s four-page framework is still in the proposal stage. Seattle is taking a highly unusual approach by weaving the field’s multicultural and political questions not just through all grade levels, but into all subjects. But increasingly, schools and districts are starting to sprinkle ethnic studies across the K-12 spectrum. In most places, if schools offer ethnic studies at all, it’s usually in a stand-alone course in high school. Seattle’s proposals land as schools all over the country are discussing the role ethnic studies should play in their curricula.