“Tracking students based on ability fuels academic apartheid in mathematics education, as tracking often includes reproduction of social class by creating modern systems of segregation,” he expounds, adding that tracking further fuels “settler colonial ideas.”
To fight this, Wells outlines a number of ways math teachers can resist. Schools can start by “de-tracking” their students, placing all students in the same math class regardless of difficulty. Schools could also do away with classes like “Algebra 2” and “Geometry,” and instead call them “Math 1” or “Math 2” to reduce the stigma experienced by students in the easier classes.
Math teachers could also “teach math for social justice,” he suggests."
To fight this, Wells outlines a number of ways math teachers can resist. Schools can start by “de-tracking” their students, placing all students in the same math class regardless of difficulty. Schools could also do away with classes like “Algebra 2” and “Geometry,” and instead call them “Math 1” or “Math 2” to reduce the stigma experienced by students in the easier classes.
Math teachers could also “teach math for social justice,” he suggests."
HT: https://pjmedia.com/instapundit/
No comments:
Post a Comment