This piece is in response to a piece published in “The Columbia Beacon,” which in turn was published in response to an op-ed in the “Columbia Daily Spectator.”

I hated showing my work in math class.

No, seriously, I hated it.

Take 3(4x +7) = 45. I’m sure all of you remember how to prove that this obviously is true. You have to rewrite the equation to distribute the 3 into 4x+7 to get 12x + 21 equals 45. Then, you have to subtract 21 from both sides to get 12x=24. And finally, you divide both sides by 12 to get the answer, x =2. This, again, being obvious, I would just write the answer, x=2. It wasn’t as if math stopped working if I didn’t write out the three steps on my homework along with the answer. The answer would always be two, so why did I have to waste what little energy I had on one of 46 questions I had every evening for homework?

That argument did not save me from losing points on my assignments in 7th grade.

While I love questions about how a government operates and how we justify government action much more than I loved my algebra proofs, I can see why it’s tedious. Sure, prosecutors should focus on true threats to the community and not otherwise law-abiding citizens, the executive branch in the modern era is given significant discretion on how to enforce legislation; it’s fine if the de facto result of prosecutorial discretion means that a certain group of people already determined as safe have some guarantee of safety; and amnesty through this understanding is not the worst thing that has happened to the American rule of law. But did saying any of that make it truer? Would not saying that make it falser? Life, like math, doesn’t change absent the work that went into it. And while proving these complex questions of political theory makes one a better debater, debating the validity of one’s life to everyone who asks is an exhausting exercise of existentialism.

So sure, Joey, we should show our work to the teacher. Maybe it should be in op-ed form, or The Lion, or re:claim, for the sake of posterity. But I think, to stay in math class a moment longer, Undocu is tired of algebra and wants to move on to Accelerated Multivariable Calculus, and would be happy to debate Accelerated Multivariable Calculus, but you insist on debating algebra, and there’s only so many times they can write x=2 before 800,000 pencils snap in unison. I think that’s what they mean by “reconstructed.” Most people don’t question the virtue of DACA recipients. Most Trump-reluctant Republicans prefer to look like they’re being helpful on the issue as is.

And I’m sure you could make a wonderful argument in Accelerated Multivariable Calculus without writing MS minus 13.


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