WASHINGTON, D.C. – According to a Teach for America website, culturally responsive teaching in math is important because “math has traditionally been seen as the domain of old, White men.”



As reported earlier this week, Teach for America groups across the country are committing themselves to “culturally responsive teaching,” a radical pedagogy used by communist Bill Ayers and other blatant anti-American indoctrinators.

The site, Culturally Responsive Teaching, Teach for America, says that because math is seen as a domain for old, white men, many students cannot identify with it. Therefore, educators should find ways to relate math to the lives of their students.

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Judging from the math curriculum recommended, this TFA group, like all other social justice educators, wants minorities to believe that what relates most to their lives in America is racism and oppression.

For example, the site recommends “Critically Conscious Mathematics” and “Radical Math.”

Radical Math was created by educator Jonathan Osler several years ago while teaching at El Puenta Academy in New Jersey. Osler taught Radical Math along-side Cathy Wilkerson, a former member of the Weather Underground Organization (with Bill Ayers) who once participated in a plot to detonate a nail bomb at a dance for military personnel at Fort Dix.

Radical Math provides hundreds of social justice math lessons obviously meant to indoctrinate. For example, lesson titles include “Sweatshop Accounting,” “Racism and Stop and Frisk,” “When Equal Isn’t Fair,” “The Square Root of a Fair Share” and “Home Buying While Brown or Black.”

Today, Osler is director of the San Francisco Teacher Residency, a teacher training and job placement program created by the San Francisco Unified School District and Common Core assessment creator and validation committee member, Linda Darling-Hammond.

Astonishingly, in proudly promoting ‘cultural competence’ and ‘critical consciousness’ in education, the TFA website’s home page links to a Wikipedia definition of critical consciousness that describes it as a concept developed by Paulo Freire and grounded in post-Marxist critical theory.

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As recently reported, the site also contains letters from 5th grade students asking text publisher Houghton Mifflin why they did not include in their textbook the fact that Christopher Columbus ‘burned, slayed and hanged’ Native Americans who would not find gold for him.

In keeping with their racism-of-evil-white-men theme, the site uses a story, involving racism against African Americans, of course, to suggest that the idea that math is neutral, rational, and logical is a myth and the premise that 2 + 2 = 4 is “naive.”

Here’s the story:

… a European explorer (presumably Francis Galton, the man who invented eugenics) agrees to trade an African shepherd two sticks of tobacco in exchange for one sheep. When he offers four sticks of tobacco in exchange for two sheep, however, the shepherd declines; the explorer later tells this story as evidence of the shepherd’s inability to comprehend simple mathematical reasoning and as “proof” of intellectual inferiority on the African subcontinent. But, if sheep are not standardized units, as there is no reason to believe them to be, then doesn’t it make sense that the second sheep might be worth far more than the first? And then doesn’t our premise of 2 + 2 = 4 look awfully naive?

If Teach for America, as a whole, does not agree with the content of this particular website that bears its name, now would be a good time to say so. Although TFA’s reputation has not been stellar as of late, the ideals and methods expressed in this particular website are beyond fringe, not to mention senseless.