Yale Classmate Seattle Sam writes:
I created a course that I think will be in next yearâ€™s Yale course catalog.
Math for the Social Justice Major
Mathematics was devised by old white men who sought to oppress the uneducated masses. In this course we will explore a more empathetic approach to the subject.
The course will explore questions such as:
How does the number 6 make you feel?
If John has 6 marbles and Sue has 2, isnâ€™t that unfair?
How can there be any â€œincorrectâ€ answers?
Isnâ€™t identifying a number as â€œpositiveâ€ or negativeâ€ stereotyping?
If you identify with 5 more than 4, why shouldnâ€™t that be a solution to 2+2=?
What did Euclid know and when did he know it?
Isnâ€™t a null set non-inclusive?
What should you do if the solution to an equation make you feel unsafe?
Shouldnâ€™t we just deem the Parallel Postulate proved?
Whatâ€™s the point of carrying pi out to more than two decimals?
Arenâ€™t < and > judgmental symbols?
Who are you to determine that a fraction is improper?
Why do you think prime numbers have only a token even member?
Why shouldnâ€™t an inverse tangent have the same value as a cosine?
Arenâ€™t right angles reactionary?
Are there really any absolute values?
Why should binomials and polynomials be considered deviants?
Isnâ€™t a Real Number just your perception?
Just because a number canâ€™t be expressed as a ratio of integers, why should it be called irrational?