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? **

## Cactusjack

Since it’s well known that the (white) Greeks stole math from the Africans who invented it , wouldn’t any math course constitute cultural appropriation ?

## jim murray

2+2=5 for large values of 2.

## GoneWithTheWind

https://www.youtube.com/watch?v=WaM47Otif04

## JT

Bravo! Finally, someone had the guts to say it! :)

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