Oregon is NOT seeking to do away with finding the right answer. That is a distortion of the third party program in question. For example, the "toolkit" does not encourage teachers to “come up with at least two answers that might solve this problem.” Instead, it encourages teachers to "Choose problems that have complex, competing, or multiple answers" and then ask
students to "Come up with at least two answers that might solve this problem." The whole point of this portion of the toolkit is the suggestion to focus more on "understanding concepts and reasoning" rather than getting the right answer. From the toolkit:
"Upholding the idea that there are always right and wrong answers perpetuate objectivity as well as fear of open conflict. Some math problems may have more than one right answer and some may not have a solution at all, depending on the content and the context. And when the focus is only on getting the right answer, the complexity of the mathematical concepts and reasoning may be underdeveloped, missing opportunities for deep learning."
And does this sound like they want to "do away with math that finds the right answer"?:
"Of course, most math problems have correct answers, but sometimes there can be more than one way to interpret a problem, especially word problems, leading to more than one possible right answer. And teaching math isn't just about solving specific problems. It's about helping students understand the deeper mathematical concepts so that they can apply them throughout their lives. Students can arrive at the right answer without grasping the bigger concept; or they can have an “aha” moment when they see why they got an answer wrong. Sometimes a wrong answer sheds more light than a right answer."
Now, one can quibble with the way in which the toolkit equates some of the above issues as being part of "white supremacy culture." But they are most definitely not trying to do away with right answers or any nonsense like that.