不幸的是答案是YES，下面是Oregon教育部定义的在数学教学中需要克服的“白人至上主义”表现。俺看了看，俺是个妥妥的白人至上主义者。看看第一条，俺就奇了怪了，你们这些黑人兄弟在NBA里为一两分的比分打得死去活来，难道也是白人至上主义者？
• The focus is on getting the “right” answer.
• Independent practice is valued over teamwork or collaboration.
• “Real-world math” is valued over math in the real world.
• Students are tracked (into courses/pathways and within the classroom).
• Participation structures reinforce dominant ways of being.
• Teachers enculturated in the USA teach mathematics the way they learned it.
• Expectations are not met.
• Addressing mistakes.
• Teachers are teachers and students are learners.
• Math is taught in a linear fashion and skills are taught sequentially,
without consideration of prerequisite knowledge.
• Superficial curriculum changes are offered to address culturally
relevant pedagogy and practice.
• State standards guide learning in the classroom.
• Procedural fluency is preferred over conceptual knowledge.
• “Good” math teaching is considered an antidote for mathematical inequity
for Black, Latinx, and multilingual students.
• Rigor is expressed only in difficulty.
• “I do, we do, you do” is the format of the class.
• Students are required to “show their work.”
• Grading practices are focused on lack of knowledge.
• Language acquisition is equated with mathematical proficiency.
