Multicultural Math? Ethnomathematics? Socially Just Math? No Kidding!

I must give credit to Professor Plum for uncovering this blatant and vicious attack on the mathematics field that was once thought to be impervious from multiculturalists and progressive educators. Read Professor Plum and Diane Ravitch's work here.

Text from the Australian Academy of Sciences provides some additional information. For example, a Brazilian, Ubiratan D'Ambrosio is credited as the first to use the term. The term ethnomathematics is used to describe the development of mathematics in various cultures, the differences in mathematics among cultures, and the various contributions different cultures have made to Western Mathematics. Supposedly, the reasoning is that a more individually, culturally relevant mathematical curriculum will lead to increased mathematical achievement. Any hint of rationality in this reasoning breaks down when you read a list of topics from a multiculutural mathematics textbook provided in the Ravitch Article:

A new textbook, "Rethinking Mathematics, Teaching Social Justice by the Numbers," shows how problem-solving, ethnomathematics, and political action can be merged. Among its topics are: "Sweatshop Accounting," with units on povery, globalization, and the unequal distribution of wealth. Another topic drawn directly from ethnomathematics, is Chicano's Have Math in Their Blood." Others include "The Transnational Capital Auction," "Multicultural Math," and "Home Buying While Brown or Black."

Need further evidence that the field of mathematics has now become a tool for political and social activists. For example, D'Ambrosio writes in the linked text:

Mathematics is absolutely integrated with Western Civilization, which conquered and dominated the entire world. The only possibility of building up a planetary civilization restoring the dignity of the losers and, together, winners and losers moving into the new. [Ethnomathematics, then, is] a step towards peace.

Is it any wonder why the United States is ranked behind many other industialized nations in mathematics? If progressive educators and multiculturalist continue to get their way, the unintended effect will result in many poor and impoverished American students not receiving the type of education needed to break the cycle of poverty. In addition, the United States will continue to rank near the bottom when compared with other industrialized nations in academic achievement.

School Boards: To tax or not to tax?

The June 19, 2005 edition of the Sunday Raleigh News and Observer has several interesting articles regarding the funding structure of our local schools in North Carolina. Currently, county commissioners fund approximately twenty-five (25) percent of all education budgets in North Carolina. In addition, North Carolina is one of the handful of states that doesn't grant the power of taxation to local boards of education. Each year, it has become an almost annual ritual of bickering and wrangling between the county commissioners and the local boards of education. Both sides trade barbs and mobilize their various publics by threatening to cut programs. It addition, accusations of misplaced priorities and wasteful spending are the norm. No wonder it is often a contentious and difficult process. These various articles make several excellent points on the topic:

1) Funding under the auspices of one organization (county government) would appear to be more effective concerning the various needs of all organizations.

2) County Commissioners are not experts in education and do not understand the needs of educators. However, the same could be said for county commissioners regarding other organizations such as DSS, law enforcement, and public works.

3) The lack of taxing ability by local school boards helps them avert any sort of accountability. Local school boards can simply state that they didn't receive adequate funding and blame it on county commissioners. Maybe we should try a pilot program and give local school boards the ability to raise their own revenue (taxation) and be responsible for academic results.

While I don't see local funding as fully adequate for educators, county governments do make a substantial contribution to our schools. However, it is my belief that our greatest resource isn't a program, a new technology, or an instructional theory. Our greatest resource is our teachers! Let's target our funds towards our most valuable resource - Our teachers that are grinding it out on the frontlines everyday.

Here are the links: The Dollar Drama
The N.C. way is clear, equitable
The Drama