In 2016 and 2017, ISIS took control of much of Syria. In those cities where it ruled, children were not permitted to learn Mathematics and science [1,2]. That, of course, was terrible for the prospects of those children. Seeing ISIS as a potentially violent threat, I realized that the threat would mitigate itself with time. It takes knowledge of mathematics and science to maintain a prosperous economy, manufacture weapons, manage militaristic logistics, and create a communication infrastructure capable of distributing messages effectively. This knowledge is incredibly valuable to would-be significants. Mexican drug cartels kidnap and enslave engineers to create communication networks for themselves [3]. Without their own abilities, ISIS would have to perform similar tactics, which is far more costly and less fruitful than proceeding with capable employees who believe in the vision of the organization. They could never become the power that is Iran, for example, which has a large faction of extremely capable and vehemently supportive scientists.

I previously wrote how students in the U.S. were receiving better grades for worse performance. With the above in mind, consider the following:

Boston public schools will cancel advanced classes in fourth, fifth, and sixth grades for at least a year since a disproportionate amount of the students were white and Asian [4,5].

Claiming the policy was racist, the San Diego Unified School District abolished the requirement that schoolwork be turned in by a deadline.

Seattle public schools, instead of teaching mathematics, are now teaching “Math Ethnic Studies” [7,8]. The curriculum includes the following:
* Essential Question: How important is it to be Right? What is Right? Says Who?
* Learning target: Explain how math dictates economic oppression.
* Learning target: Analyze the ways in which mathematical knowledge has been appropriated by western culture.
* Learning target: Identify how math has been used and continues to be used to oppress and marginalize people and communities of color.
* Learning target: Identify the inherent inequalities of the standardized testing system used to oppress and marginalize people and communities of color.
* Essential Question: How can we change mathematics from individual to collectivist thinking?
Schools in Los Angeles, Memphis, Oregon, and Georgia are also adopting this curriculum [9]. Teachers are instructed to teach mathematics using other methods of communication including song and dance. (They are not provided with song and dance that effectively teaches mathematics.) This curriculum now states that objectivity is an element of white supremacy [10,11]. The Bill and Melinda Gates Foundation is funding a program promoting the idea that identifying an answer in mathematics as wrong is white supremacy [12].

Students in all of Washington will not receive ‘F’ grades during the pandemic [13].

Students in Europe are significantly outperforming U.S. students in mathematics [14]. Much of the reason seems to be the order of the math curriculum. In the U.S., we commonly teach Algebra I, then Geometry, then Algebra II, all without the use of a computer. In Europe, they teach three years of integrated math (involving all topics) including the use of a computer with programming. This method is championed by many, including Jo Boaler (Stanford professor and the creator of the incredibly successful youcubed program). It has been tried in the U.S., but has now largely switched back. In response to a survey, teachers stated that they did not want to have to “specialize” in more than one topic. Note that all of these topics should be rudimentary for anyone who studied mathematics or math education through college. This should all be second hand to high school teachers; they should have specialized in much more advanced topics and it is reasonable to expect them to be very familiar with all of these topics and their relationships.

Mathematics is a wonderfully creative subject. And yet, it is unpopular. I attended California State University in Northridge between 2007 and 2012. The general education, art, and film courses were incredibly impacted, so much so that the average length of time for graduation with an undergraduate degree lengthened to over six years. However, all of the upper division and graduate mathematics classes I attended had space for additional students. Approximately 60% of students who enter college intending to study mathematical disciplines drop out of those degrees [15]. The reasons are many, but include the terrible quality of mathematics education in elementary and high schools. Students are taught to rotely memorize algorithms without understanding their source, are not taught the pleasure of identifying methods of solution, and do not encounter the creative aspects of math until college. It hits them like a brick slap.

I have taught mathematics classes to a most diverse set of high school students from all walks of life: many races and ethnicities, from all over the world, and all over the U.S. I show the students how powerful and beautiful math can be. They receive it with a lust-like hunger. They accomplish, and it’s the first time that true accomplishment is tied to their math education. There have been wonderful advancements to math education specifically aimed at increasing the abilities of previously marginalized communities. Inspiring Mathematics: Lessons from the Navajo Nation Math Circles is a book that has advanced the abilities of students on the impoverished Navajo reservation by finding problems that are tied closely to the community. I am thrilled with the prospect of lifting up any student’s mathematical abilities. I see no benefit in intentionally keeping any student back. And while many of the programs described earlier are meant to address inequity, the wealthy and capable will defend themselves. By reducing the amount of mathematics taught, teaching students that objectivity is white supremacy, and eliminating requirements to meet deadlines, those who do not have their educations supplanted will progress less and inequity will be exacerbated. Already, during the pandemic, low-income students are learning far less than students from high-income households [16].

In the U.S., our infrastructure is failing, our military projects are not meeting their requirements, and diseases are becoming ever more potent. Knowledge of science and math is extremely valuable at this time. Instead of valuing it, though, we are disparaging it. One wonders how Russia and China view the U.S. at the moment. Are we still the superpower that can impose sanctions and demand freedoms? If so, can we retain this power? Or do they see us as a threat that will mitigate itself with time due to our teaching ineptitude?

[1] https://www.cnn.com/2014/09/17/world/meast/syria-crisis/index.html?hpt=hp_t2
[2] https://www.newsweek.com/isis-math-education-starts-banning-plus-sign-456375
[3] https://www.wired.com/2012/11/zeta-radio/
[4] https://www.wgbh.org/news/education/2021/02/26/citing-racial-inequities-boston-public-schools-suspend-advanced-learning-classes
[5] https://www.dailywire.com/news/boston-public-schools-will-suspend-advanced-classes-because-too-many-students-in-them-are-white-or-asian
[5.1] https://twitter.com/realchrisrufo/status/1346852356521037825
[6] https://christopherrufo.com/radicals-in-the-classroom/
[7] https://reason.com/2019/10/22/seattle-math-oppressive-cultural-woke/
[8] https://www.k12.wa.us/sites/default/files/public/socialstudies/pubdocs/Math%20SDS%20ES%20Framework.pdf
[9] https://www.edweek.org/teaching-learning/teaching-math-through-a-social-justice-lens/2020/12
[10] https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf
[11] https://resourcegeneration.org/wp-content/uploads/2018/01/2016-dRworks-workbook.pdf
[12] https://mynorthwest.com/2604518/rantz-bill-and-melinda-gates-foundation-bankrolls-math-is-racist-lunacy/
[13] https://www.cnn.com/2020/04/23/us/coronavirus-washington-grades-trnd/index.html
[14] https://www.usatoday.com/story/news/education/2020/02/28/math-scores-high-school-lessons-freakonomics-pisa-algebra-geometry/4835742002/
[15] https://www.greatschools.org/gk/articles/why-americas-smartest-students-fail-math/
[16] https://www.mercurynews.com/2021/01/26/coronavirus-california-data-show-substantial-learning-loss-inequity/