Wednesday, November 27, 2019
Fake good idea
Article in EdWeek on applying math to "civics".
Not as bad as it might be, but still a lot of sneaky advocacy.
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Example:
As a concluding assignment, students must use the data they’ve analyzed to write a paper as if they were campaign strategists for the Republican or Democratic party: Which constituency would they target to win a particular contest? It’s not always an easy activity to teach—most students haven’t quite grasped the concept of the electoral college before the lesson begins—but by now it’s so highly anticipated that every fall, students ask Strole when they get to do “the political party thing.”Apparently they're assigned to take one side or the other, like traditional debate class, so it's not strictly partisan. BUT 1: Adolescents always prefer the currently fashionable version of "left", so this is really serving the D party. BUT 2: If you're doing strictly objective analysis, you have to start with Manweller aka plain old reality. Partisan rhetoric is fake. Actions are identical. Campaigns have no effect on attitudes. = = = = = Worse example:
Recently, for example, her school had just installed some solar panels. So Strole adapted a Mathalicious lesson that teaches algebra expressions within the topic of solar power. She asked students to do a cost analysis on the costs and benefits of sticking with electric versus purchasing or leasing solar panels—and even whether the school’s solar energy production was on track to help the city meet the United Nations’ goals for renewable energy by 2030. Then they had to write a memo for the district’s energy manager and the mayor on what other steps Fishers would need to take to reach that goal.Here the class is OPENLY partisan, taking the currently fashionable "left" position, which is STRICTLY CONTRARY TO MATH. If you're really doing math on this subject, you have to start with the FACTS of power grids. Solar is only beneficial for small installations in remote places. When power grids are forced to include solar and wind, the net result is ALWAYS more coal or natural gas. This isn't politics, it's plain PHYSICS. The class is advocating a CONTRAMATH position simply because it's fashionable.
Labels: Experiential education, Real World Math
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