. . .That appears to be the contention of Seattle Public Schools, which has offered a course for K-12 students titled “Math Ethnic Studies.” The framework for the class lists multiple themes, what students will learn from those themes, and important questions to be asked.
The first theme, “Origins, Identity, and Agency,” is defined as “the ways in which we view ourselves as mathematicians and members of broader mathematical communities.” . . .
Yes, Seattle has determined that such terms exist in addition, subtraction, multiplication, and division. The theme is defined as “the ways in which individuals and groups define mathematical knowledge so as to see ‘Western’ mathematics as the only legitimate expression of mathematical identity and intelligence.” . . .
Ah yes, what “[Blank] Studies” program wouldn’t include a call for activism from minors? This theme is defined as “fostering a sense of advocacy, empowerment, and action in the students that creates internal motivation to engage in and contribute to their identities as mathematicians.”
“Students will be confident in their ability to construct & decode mathematical knowledge, truth, and beauty so they can contribute to their experiences and the experiences of people in their community,” the framework continues. (Read more from “Public Schools Teaching ‘Math Ethnic Studies,’ Asks, ‘Who Gets to Say If an Answer Is Right?’” HERE)