• Due to ongoing issues caused by Search, it has been temporarily disabled
  • Please excuse the mess, we're moving the furniture and restructuring the forum categories

The Newest Math...

Another reason to homeschool.

As our own kids flourish beyond our wildest expectations, and with zero financial support, the government schools find ever more asinine counterproductive things to do.

Accordingly, not only is a high school degree irrelevant now, but college degrees are becoming so too.

You can enroll in EdX courses at any age and in our 11 y.o. son's field he does not need certificates or degrees. He needs a portfolio of work product. He already has a portfolio spanning five programming languages and includes artificial intelligence projects. He is studying semiconductors at the moment, through Purdue.

The ten year old can already make $100 an hour on our heavy equipment. He just finished a short apprenticeship with a master welder. I can tell him to fetch a 3/8" drive ratchet with a six-point 3/4" socket, extension, and cheater bar. He'll hand me exactly that and a 19mm instead if he finds that first because he knows the metric-english equivalents. He wouldn't see so much as a screw driver in a decade of government school here. Right now he has my truck rear differential apart in the shop, whereas only 30% of millenial men think they might be able to change a tire.

Look at the "socialization" aspects of this racist mental abuse being perpetrated against innocent children now. This is now being implemented in Alaska schools, fresh off their scoring dead last out of the 50 states on standardized 4th grade tests. But the boys know how toxic they are and the girls know they are better than boys. Girls know the first law of economics has been suspended and that you can "have it all" too.

Over 90% of homeschool parents consider government schools to be a bad learning environment. It is doing nothing but getting worse. At the School board meeting pertaining to Critical Race Theory being integrated throughout the entire curriculum, people who objected were openly laughed at and derided. Most parents don't even know it is happening.

Ahhh, but liberty - sweet liberty - to homeschool. No government official can ask us questions, demand certificates or training, review our curricula, make us take their PC ridden examinations... and the kids don't need degrees.

What it takes is your time. That's really why parents don't do it. When people are not outright hostile about homeschool, they say things like how "lucky" we are that we can do it. As if we did not make choices, like earning less money because of it. Or watching less than the 5 hours a day television average of Americans.

The going daily wage around our parts in the Philippines is less than ten dollars a day. But they are generally much happier than Americans for a number of reasons. Especially the women. Far more Americans could homeschool, the excuse about needing 2 incomes is bogus, and this is exactly the sort of motivation to do so.
 
Last edited:
Another reason to homeschool. < --- remainder respectfully snipped --- >
That sounds like two reasons.

My only observation is that if there is a career that your child can be taught then home schooling is fine and dandy but the reality is that we can't have a world full of Joan of Arcs because there is nothing for school leavers any more.

That is why we have to keep them in schools as long as possible. That is why schools are mostly just child minding centres (we can't have kids failing out of school). That is why they mostly indoctrinate rather than educate.
 
A presentation given at the University of Michigan on how to 'rehumanize' mathematics, there is both an explanatory YouTube video and a set of slides helpfully preserved by the internet archive.


Here is the set of slides:


https://web.archive.org/web/2021012...g/resources/RehumanizingMathematicsSlides.pdf


Here is the video link taken from those slides.


https://www.youtube.com/watch?v=D266LYIigS0


And the full abstract that goes with the YouTube video:


ABSTRACT: For far too long, we have embraced an "equity" standpoint that has been poorly defined (Gutiérrez, 2002) or constantly shifting (NCTM, 2008). It has been difficult to assess progress beyond closing the achievement gap or recruiting more diverse students into the mathematical sciences. Instead, we should rehumanize mathematics, which considers not just access and achievement, but the politics in teaching and mathematics. This approach begins with 1) acknowledging some of the dehumanizing experiences in mathematics for students and teachers and 2) how students could be provided with windows and mirrors onto the world and ways of relating to each other with dignity. As such, we can begin to think differently about student misconceptions, teachers as identity workers, and why it is not just that diverse people need mathematics but mathematics needs diverse people (Gutiérrez, 2002; 2012). In this talk, I focus on two areas for rehumanization: 1) teaching/learning and 2) scholars and everyday citizens.



With respect to teaching and learning, I present eight dimensions of a rehumanized mathematics classroom: participation/positioning; cultures/histories; windows/mirrors; living practice; broadening maths; creation; body/emotions; and ownership. Then, I offer ways for mathematicians and mathematics educators to take risks in ensuring those dimensions happens in small and large ways. In addition, with the recent national attacks on mathematics education scholars who address social justice and whiteness, I explain a bit about my case and then offer ways to rehumanize our field to affect scholars and everyday citizens. In particular, I highlight how understanding our history (e.g., how scientists in the 1970s stood for political and social action) as well as creating greater alliances between mathematicians and mathematics education scholars might allow us to take greater risks in our everyday work.
 
A presentation given at the University of Michigan on how to 'rehumanize' mathematics, there is both an explanatory YouTube video and a set of slides helpfully preserved by the internet archive.


Here is the set of slides:


https://web.archive.org/web/2021012...g/resources/RehumanizingMathematicsSlides.pdf


Here is the video link taken from those slides.


https://www.youtube.com/watch?v=D266LYIigS0


And the full abstract that goes with the YouTube video:
It looks like gobbledygook to me.
 
A presentation given at the University of Michigan on how to 'rehumanize' mathematics, there is both an explanatory YouTube video and a set of slides helpfully preserved by the internet archive.


Here is the set of slides:


https://web.archive.org/web/2021012...g/resources/RehumanizingMathematicsSlides.pdf


Here is the video link taken from those slides.


https://www.youtube.com/watch?v=D266LYIigS0


And the full abstract that goes with the YouTube video:

And? Any point you want to make by posting this?
 

I never expected to say this but I agree with psion (and Lisa) on this.

Surely, it's nothing to do with mathematics per se but it's to do with teaching and social attitudes.

Poor ole Math cannot defend itself against Gutiérrez's attack. It just sits there like the unfeeling lump it is.
 
And? Any point you want to make by posting this?


That this kind of 'nonsense' is considered 'high educational thought'.



There is after all a movement to do away with standardised testing because there are too many Asians, Whites and Jews in such things as the medical profession, therefore standards need to be done away with to give the others a chance to excell.
 
I've now listened to the whole talk and to quote Barbie, "Math is hard". Well, yes it may be, but because it teaches that some things have rules does not mean it is advanced brainwashing by the White elites.

I tried the thought experiment of substituting "Art" for "Mathematics" in the diatribe and found it worked almost as well.
 
I never expected to say this but I agree with psion (and Lisa) on this.
TBF it was Lplus who distilled the essence of "rehumanizing" maths.

Surely, it's nothing to do with mathematics per se but it's to do with teaching and social attitudes.

Poor ole Math cannot defend itself against Gutiérrez's attack. It just sits there like the unfeeling lump it is.
Part of the problem is that the average teacher (and certainly most of the bureaucrats) has no real knowledge of maths. That is why they fail to see the difference between maths and social sciences.
 
TBF it was Lplus who distilled the essence of "rehumanizing" maths.


Part of the problem is that the average teacher (and certainly most of the bureaucrats) has no real knowledge of maths. That is why they fail to see the difference between maths and social sciences.

I'd say they have no in depth knowlege of technology of any sort. Most teachers and bureaucrats are humanities graduates.
 
Gutierrez apparently coined the term "mathematx" for math that has been freed of whiteness and white superiority. I do like this description of her "occupation":

....critical mathematics education activist Rochelle Gutiérrez

At this point all I need to hear is the word "critical" to know it's a bunch of hooey (although "activist" is another good clue). Gutierrez does not have a background in math; her undergrad degree was in human biology, her masters was in social sciences and her doctoral work is in education.
 
Last edited:
Gutierrez apparently coined the term "mathematx" for math that has been freed of whiteness and white superiority. I do like this description of her "occupation":



At this point all I need to hear is the word "critical" to know it's a bunch of hooey (although "activist" is another good clue). Gutierrez does not have a background in math; her undergrad degree was in human biology, her masters was in social sciences and her doctoral work is in education.

Plus, she really does not seem to understand Mathematics. :teacher:
 
Back
Top Bottom