Numbers Don’t Lie, but Do They Discriminate?

Is Mathematics Biased?

A controversial belief, lacking substantial evidence, has recently gained traction in some American and British universities. There have been claims that mathematics can perpetuate biases and that traditional teaching methods uphold oppressive structures—even suggesting that mathematics itself is racist.

This perspective posits that mathematics, as traditionally taught, can reinforce inequalities by emphasising a narrow set of skills or by being insufficiently inclusive of diverse approaches to problem-solving.
I am not exaggerating. I encountered elements of this ideology when I trained as a mathematics teacher in 2021.

Claims

The first claim argues that emphasising “correct answers” in mathematics reinforces elitism and systemic inequality. Some argue that focusing on accuracy privileges certain types of knowledge, often labelled as “Western” or “white” knowledge, which allegedly marginalises other cultural perspectives.

The second claim suggests that promoting individual achievements and competition in mathematics fosters inequality by prioritising individualism over community and collaborative learning.

Finally, traditional grading practices in mathematics are accused of perpetuating racial bias. Critics argue that standardised assessments may fail to account for cultural or socioeconomic differences among students, contributing to racial disparities.

Rebuttals

Emphasising correct answers: Focusing on correct answers is not about perpetuating elitism but about ensuring competency in essential skills. Research consistently shows that mathematics proficiency correlates with improved economic and life outcomes across all demographics. For instance, a 2020 study by the National Bureau of Economic Research found that mathematics achievement in school significantly increases earnings and reduces the likelihood of poverty in adulthood across racial and ethnic groups. Mastery of correct answers isn’t a cultural preference; it’s a reliable predictor of personal and professional success.

Competition and individual achievement: Competition in mathematics has been shown to improve motivation and outcomes. Data from the Programme for International Student Assessment (PISA) reveals that countries with a strong emphasis on competition and achievement in mathematics—such as China, Japan, South Korea, Singapore, Israel, and Finland—consistently outperform those that downplay competition. These educational systems foster accomplishment and resilience, translating into real-world skills. Moreover, competition does not inherently disadvantage any demographic. When supported by equitable access to resources, competition can be a powerful tool for engagement and excellence.

Standardised assessments: Transparent and standardised assessments can mitigate bias by providing objective, consistent benchmarks for all students. Research by Harvard’s Center for Education Policy Research (CEPR) found that standardised mathematics assessments reduced instances of subjective grading, which is often influenced by implicit biases. Clear and consistent grading practices also enable teachers to identify areas where students need targeted support, helping to close achievement gaps without discarding objective standards.

Immunity of mathematics

Mathematics is rooted in objective logic and proof, relying on provable truths that are independent of cultural or ideological influence. Two plus two equals four, irrespective of the social context.

Fields like engineering, physics, and economics depend on precise calculations and predictable outcomes—practical applications that highlight mathematics as a universal language. These fields underscore the subject’s relevance and applicability across diverse cultural settings, leaving little room for ideological reinterpretation.

Evidence consistently shows that focusing on correct answers, fostering achievement, and using standardised assessments provide equitable benefits and opportunities across all student demographics. These practices are fundamental to building fair and effective education systems, not barriers to equality.

When you encounter phrases like “Critical Theory” or “decolonising the curriculum,” challenge these ideas. While often well-intentioned, they risk introducing divisive ideologies into education, promoting resentment rather than meaningful progress.

Competence, not power

The world’s progress has been driven by competence, not by power. This principle is evident in both animal behaviour and human societal structures.

Studies by primatologist Frans de Waal of chimpanzee troops and gorilla bands reveal that when a leader becomes aggressive, selfish, or tyrannical, social cohesion deteriorates. Such leaders often lose the group’s loyalty, and coalitions form to overthrow them. Successful leaders in these groups balance dominance with reciprocal behaviours, such as sharing resources and offering protection. When leaders fail to act benevolently, they are typically replaced by individuals who better balance strength with cooperation.

Sustainable hierarchies—whether in the animal kingdom or human societies—depend on competence and mutual benefit, not oppression or fear.

Mathematics, grounded in objective logic and universal truths, remains one of the most effective tools for empowering individuals and fostering societal progress. By upholding evidence-based practices in mathematics education, we can ensure equitable opportunities for all students, resisting divisive ideologies that seek to undermine its foundations.

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