Billions of Pounds in Lost Mathematicians

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Discussion Overview

The discussion revolves around the implications of a reported loss of mathematicians in the UK and its potential economic impact. Participants explore the societal attitudes towards mathematics, the challenges of quantifying the loss, and the broader implications for technological development and funding in science and mathematics.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Exploratory

Main Points Raised

  • Some participants express concern that societal attitudes in the UK and the US devalue mathematics, suggesting that this could lead to economic consequences.
  • One participant questions the feasibility of measuring the economic loss attributed to the decline in mathematicians, noting the difficulty in quantifying such a loss.
  • Another participant humorously suggests an alternative method of measurement based on the change in the proportion of mathematicians and average weight, indicating a playful approach to the topic.
  • A reference is made to a chart comparing funding for physical sciences to unaccounted funds in Iraq, implying a critique of funding priorities in science and mathematics.
  • Several participants engage in light-hearted banter regarding the weight of mathematicians, using humor to reflect on the seriousness of the topic.

Areas of Agreement / Disagreement

Participants do not reach a consensus on the implications of the loss of mathematicians or the methods to measure it. There are competing views on the seriousness of the issue and the societal attitudes towards mathematics.

Contextual Notes

The discussion includes humorous remarks that may obscure the seriousness of the topic. There are unresolved assumptions regarding the economic impact and the societal implications of attitudes towards mathematics.

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http://news.bbc.co.uk/2/hi/uk_news/education/7431840.stm

The article states the obvious, but now maybe things will start to change if people believe it's effecting the economy.

From the article:
"This has led to mathematics at university being compromised and able-students being neglected, and has cost the economy billions of pounds in lost mathematicians."

"In today's Britain it is acceptable to say that you can't do maths, whereas people would be ashamed to admit they couldn't read."

Not that anything is ever going to change in the UK, or here in the US.
 
Mathematics news on Phys.org
Eloi and morlocks?

Our level of technological development is dependent upon people with at least a solid grasp of mathematics. Almost anyone can use the trappings of technology, but it takes more to understand how they work and contribute to sustaining or advancing our capabilities.

(P.S. this is probably getting moved...)
 
Billions of Pounds in Lost Mathematicians

Funny stuff. I wonder what that is even supposed to mean? Of course, actually measuring how much would be lost would be demanding, and I doubt anyone really tried. If anyone has evidence otherwise I'd be interested in reading it.
 
Actually, I realize now that while the monetary value would be hard to measure, the weight might not be. Just see how the proportion of mathematicians has changed and multiply by the number of people and the average weight in pounds per person of a Brit.

:rolleyes:
 
Speaking of funding for science and mathematics, there was a telling chart created by Sean Carroll that he posted in his blog recently. It compares the annual funding for the physical sciences awarded to major funding organizations with the money that was lost (i.e., remains unaccounted for) in Iraq.

http://cosmicvariance.com/wp-content/uploads/rd-vs-lost.jpg
 
Last edited by a moderator:
Locrian said:
actually measuring how much would be lost would be demanding,
Especially if you are short of mathematicians!
 
mgb_phys said:
Especially if you are short of mathematicians!

:smile:
 
I didn't realize mathematicians weighed so much! :rolleyes:
 
Moonbear said:
I didn't realize mathematicians weighed so much! :rolleyes:

It could be just a lot of lost mathematicians. :smile:

You would think at least one could find their way home, but maybe they are all tied up in knots.

Oddly, If the s implies at least 2 and the standard 180lb airline passenger weight is used then
11111111.111111111111111111111111
I think that's a repeating decimal, but too lazy to check.
Fitting somehow :cool:
 

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