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by pstuart 34 days ago
Sure, my point wasn't to disparage math or its value -- simply that there are 2 distinct tracts that should be followed:

1. STEM: To Calculus and beyond

2. Everyone else: math for mere mortals; practical applied mathematics where every bit of it contains a "here's where it's gonna help you" payoff.
2 comments
bluGill 34 days ago
When kids reach late teens I'll buy that. However, let's be very cautious about separating kids too early. Kids do mature at different rates and some will realize that they need to study sooner while others smart kids decide to slack off and do terrible.
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mcmoor 33 days ago
Yeah I've seen people try to push choice into kids as early as possible, while some students remain in doubt long into adulthood.
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pstuart 32 days ago
I'm not suggesting closing the doors on those deemed unworthy -- they should remain wide open in perpetuity. It's more about asking what we want our students to take with them into life.

Do your own survey of peoples takes on math and the value it added to their life. Some of course will have been well-served, but many will share how they hate math and it makes them feel stupid and they don't get the point of it.

And that last bit is fair: what did they get out of it.

How much math does a lawyer, therapist, graphic designer, HR rep, dental hygienist, plumber, etc need?

The current mode of teaching it is building foundational layers so one can do advanced math that requires those layers, but if that isn't a destination, is that particular avenue the best way to do it? Teach them to hate math?

I don't have the easy answer except that if we were to teach kids "real-world" math that illustrates how things work, and more importantly, how math can be used to understand things without going to calculus and beyond they might absorb more and have a positive relationship with it.

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WillAdams 34 days ago
The thing is, I've had shop projects where algebra was quite useful.
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pstuart 32 days ago
Again, I'm not dismissing that there's any value, but that the teaching is more on abstractions as foundations for the next level vs what that lesson could be applied to today.

In your case, could you describe what it was and how it helped?

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