students do an awful lot of “studenting,” but not much thinking. Students from communities that have historically been excluded from mathematics are often denied access to thinking at all. For the health of our students and our societies, we need to challenge institutional norms and build thinking classrooms in which we value students’ thinking and time rather than use legacy practices that encourage students to slack, stall, mimic, and fake their way through the system.
Ideological epistemic; a good one
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“Legacy systems”
