Oleg Zabluda's blog
Friday, August 25, 2017
 
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The National Endowment for the Arts (NEA) is an independent agency of the United States federal government that offers support and funding for projects exhibiting artistic excellence. [...] It was created by an act of the U.S. Congress in 1965
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Between 1965 and 2008, the agency has made in excess of 128,000 grants, totaling more than $5 billion. From the mid-1980s to the mid-1990s, Congress granted the NEA an annual funding of between $160 and $180 million. In 1996, Congress cut the NEA funding to $99.5 million as a result of pressure from conservative groups, [...] Since 1996, the NEA has partially rebounded with a 2015 budget of $146.21 million.
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https://en.wikipedia.org/wiki/National_Endowment_for_the_Arts
https://en.wikipedia.org/wiki/National_Endowment_for_the_Arts

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- posted by Oleg Zabluda @ 11:32 AM | permalink | | | technorati | bloglines | feedster
 
Mathematics Education Through the Lens of Social Justice: Acknowledgment, Actions, and Accountability.
Mathematics Education Through the Lens of Social Justice: Acknowledgment, Actions, and Accountability. A joint position statement from the
National Council of Supervisors of Mathematics and TODOS: Mathematics for ALL
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The National Council of Supervisors of Mathematics (NCSM) and TODOS: Mathematics for ALL (TODOS) ratify social justice as a key priority in the access to, engagement with, and advancement in mathematics education for our
country’s youth.

What Is Social Justice in Mathematics Education?
[...]
continuous labeling of children’s readiness to learn mathematics via standardized tests and other institutional tools that position and sanction specific forms of mathematics knowledge. As early as pre-school and kindergarten, research and policy documents use deficit-oriented labels such as “maladaptive” and “immature” strategies to describe black, Latina/o, and poor children’s mathematical learning and position them as already behind their white and middle class peers [...] Mathematics achievement, often measured by standardized tests, has been used as a gatekeeping tool to sort and rank students by race, class, and gender starting in elementary school [...] This is because of a pervasive misguided belief that students must “master the basics” (e.g., know the times tables or “basic facts”) prior to engaging with complex
problems solving. tracking in the United States is unique in its early formal introduction in middle school and splintering of the curriculum leaving students placed in lower tracks with less access to rigorous curriculum
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http://www.todos-math.org/assets/docs2016/2016Enews/3.pospaper16_wtodos_8pp.pdf
http://todos-math.org

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- posted by Oleg Zabluda @ 10:31 AM | permalink | | | technorati | bloglines | feedster

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