Commentary Recently, the Oregon Department of Education sent its guidance on A Pathway to Equitable Math to state math teachers. This 82-page instructional toolkit is a framework for “deconstructing racism in mathematics” and “dismantling white supremacy in math classrooms.” It’s a bit strange for me. If there is residual racism in literature, social science, and history, it is easier to understand. But what is “white supremacy” in math? The guidance reads, “White supremacy culture infiltrates math classrooms in everyday teacher actions … we see white supremacy culture in the mathematics classroom can show up when: The focus is on getting the ‘right’ answer … Students are required to ‘show their work.'” I don’t know if this means that when a child learns math, he should strive for the wrong answer? To be honest, I think I am very tolerant and I absolutely support racial equality but I really can’t understand what Oregon’s …