Florida’s education department rejects math textbooks, saying some had critical race theory

You're right. Here are many more examples:

District officials from Los Angeles, San Diego, and other California school districts created “Equitable Math.” This math curriculum opens with recommendations for “critical approaches to dismantling white supremacy in math classrooms” and encourages “critical praxis” (the use of CRT in teaching practices).

Equitable Math, “Stride 1: A Pathway to Equitable Math Instruction,” pp. 1, 3, and 10, https://equitablemath.org/wp-content/uploads/sites/2/2020/11​/1_STRIDE1.pdf (accessed July 7, 2021). “White supremacy” is mentioned 54 times in the curriculum’s first handbook, with no mention of addition, subtraction, or any other skills. Portland Public Schools, home to the Critical Race Theory Coalition mentioned above, is using the curriculum.

Lincoln Graves, “Debate Emerges Over Racism and White Supremacy in Oregon Math Instruction,” KATU ABC Channel 2, February 26, 2021, https://​katu.com/news/local/debate-emerges-over-racism-and-white-supremacy-in-math-instruction (accessed July 7, 2021). The California Department of Education recently updated its math standards, recommending that teachers ask students completing mathematical word problems to ask questions such as “Who [sic] does this privilege? Who [sic] does this silence?”

California Department of Education, “Mathematics Framework: 2021 Revision of the Mathematics Framework,” Chapter 2: Teaching for Equity and Engagement, p. 44, https://www.cde.ca.gov/ci/ma/cf/ (accessed July 7, 2021). In 2019, Seattle Public Schools created a “K–12 Math Ethnic Studies Framework” that divided math instruction into the CRT themes of “Origins, Identity, and Agency”; “Power and Oppression”; “History of Resistance and Liberation”; and “Reflection and Action”—terms identical to or consistent with the teacher training materials referenced above. (Seattle school officials did not mandate that local schools use the framework, though the material is still available on the district’s website.)

Seattle Public Schools, “K–12 Math Ethnic Studies Framework,” August 20, 2019, https://www.k12.wa.us/sites/default/files/public/socialstudies​/pubdocs/Math%20SDS%20ES%20Framework.pdf (accessed July 7, 2021), and Catherine Gewertz, “Teaching Math Through a Social Justice Lens,” Education Week, December 2, 2020, https://www.edweek.org/teaching-learning/teaching-math-through-a-social-justice-lens/2020/12 (accessed July 7, 2021). Groups such as Learning for Justice, an arm of the extreme leftist Southern Poverty Law Center, recommends science lessons on the “social construction of race” and to consider “why science looks the way it does,” that is, why more ethnic minorities are not active in scientific research.

Shinae Park and Moses Rifkin, “Use the Tools of Science to Recognize Inequity in Science,” Teaching Tolerance, April 14, 2021, https://www​.learningforjustice.org/magazine/use-the-tools-of-science-to-recognize-inequity-in-science (accessed July 7, 2021). In Boston, teachers told The Boston Globe last fall that they will “teach about…naming conventions in scientific laws and theorems rooted in European colonization.”

Deanna Pan, “How Teachers Are Bringing Lessons from the Racial Justice Uprisings into the Classroom,” The Boston Globe, September 18, 2020, https://www.bostonglobe.com/2020/09/18/metro/how-teachers-are-bringing-lessons-racial-justice-uprisings-into-classroom/ (accessed July 7, 2021). The teacher said, “We’re naming things [in science] because of colonial influence, because of imperialism.” On average, black fourth-grade students score 33 points below their white peers on a national comparison in science. Educators should spend more time focusing on scientific facts rather than addressing and manufacturing political content unrelated to basic science.

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