The spotlight is once again on the State of California and its proposed new mathematics framework for grades K-12. The proposed framework would “de-mathematize math” and encourage the use of a “trauma-informed pedagogy,” as an open letter to Governor Gavin Newsom signed by more than 900 professors of math and science from across California put it. The framework also rejects the idea of natural or innate giftedness among children and discourages allowing students to be placed into accelerated courses even if they have mastered the material covered in the course.
No doubt, this effort to level the playing field stems from a noble desire. Learning to “solve the problems that result in societal inequities” is important. But the fact is, replacing the teaching of actual math with lessons or pedagogies grounded in the work of social justice is an injustice; it’s not justice to force students of vastly different mathematical or other learning capabilities to consume the same material in the same way when we know that learning needs differ from child to child.
The article goes on like that for a while. But the key phrase is: “The framework also rejects the idea of natural or innate giftedness among children and discourages allowing students to be placed into accelerated courses even if they have mastered the material covered in the course”
This would clearly apply to children that may not be gifted, but just interested enough to really apply themselves and get good. To them, being called gifted is an insult to all the work they did. Nonetheless, there will be no reward for any who by inspiration or perspiration, manage to get ahead of the curve.
Anyone who has not read the Kurt Vonnegut Jr. story, Harrison Bergeron, which was written sometime before 1976 if I recall correctly, as that is about when I read it, is well advised to either read it or watch a low resolution version of the film, embedded below. Perhaps you might offer a comment as to its relevance.