The world’s largest math education organization is injecting identity politics where it doesn’t belong—and undermining math education in the process.
The National Council of Teachers of Mathematics told teachers to “regularly and intentionally integrate more equity, justice, and culturally centered mathematics education” in every math lesson in a May 20 position statement,
The council argues that math education must respond to the “culture” of students, represented in “multidimensional identities,” including “race, ethnicity, religion, generation, gender, sexual orientation, education, class, occupation and socio-economic status, and disability.”
While proper math education, to an extent, can engage with culture, the National Council of Teachers of Mathematics’ position incorporates a facet of culture that doesn’t need to touch math class;…
