There are no "facts", only socio-constructs, and math is just another example of white privelege lording it over ignorant children of color.
Rochelle Gutierrez argues in a newly published math education book for teachers that they must be aware of the identity politics surrounding the subject of mathematics.
“On many levels, mathematics itself operates as Whiteness,” she argues with complete sincerity, according to Campus Reform. “Who gets credit for doing and developing mathematics, who is capable in mathematics, and who is seen as part of the mathematical community is generally viewed as White.”
Gutierrez claims that the importance of math skills in the real world also places what she calls an “unearned privilege” for those who are good at it. Because most math teachers in the United States are white, white people stand to benefit from their grasp of the subject disproportionate to members of other races.
“Are we really that smart just because we do mathematics?” she asks, raising the question as to why math professors get more grants than “social studies or English” professors.
“If one is not viewed as mathematical, there will always be a sense of inferiority that can be summoned,” she says, claiming that minorities “have experienced microaggressions from participating in math classrooms… [where people are] judged by whether they can reason abstractly.”
To resolve the intelligence gap, Gutierrez calls on math professors to develop a sense of “political conocimiento,” a Spanish term for “political knowledge for teaching.”
She concludes her argument with the claim that all knowledge is “relational,” or is, in other words, relative. “Things cannot be known objectively; they must be known subjectively.”