Is The Math Myth by Andrew Hacker Worth the Debate?

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SUMMARY

The forum discussion centers on Andrew Hacker's book, "The Math Myth," where he argues that teaching higher mathematics to 80% of students is unnecessary and counterproductive. Hacker, a Political Science professor at Queens College, suggests that only a small percentage of students will benefit from advanced math, igniting debate among participants regarding the importance of math education. Critics assert that this perspective undermines the value of mathematics in various fields and the potential for students to discover interests in STEM through exposure to advanced subjects.

PREREQUISITES
  • Understanding of Andrew Hacker's educational philosophy
  • Familiarity with the arguments presented in "The Math Myth"
  • Knowledge of the role of mathematics in STEM fields
  • Awareness of educational curricula differences between Western and Eastern countries
NEXT STEPS
  • Research critiques of "The Math Myth" by professional mathematicians and educators
  • Explore the impact of mathematics education on STEM career paths
  • Investigate educational curricula in Eastern countries regarding mathematics
  • Examine the psychological effects of academic pressure on students in different cultures
USEFUL FOR

Educators, policymakers, and anyone involved in curriculum development who seeks to understand the implications of mathematics education on student success and career readiness.

  • #31
on what authority does he argue is he is not even qualified?

sounds like he is tapping into people's math anxiety to sell books.

do not let this man near any public policy switches.
 
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  • #32
I get this general thing from students all the time. So, lately, I've been playing Devils advocate-- ok, we will only give math to those who are likely to need it. Let's see, statistically scientists are still most likely to be white males--so let's start there... wow! This is saving us so much time and money already! Awesome!
 
  • #33
From @gleem's post, the Keith Devlin article was excellent!
"Keith Devlin said:
On page 70, he presents a question from an admissions test for selective high schools. A player throws two dice and the same number comes up on both. The question asks the student to choose the probability that the two dice sum to 9 from the list 0, 1/6, 2/9, 1/2, 1/3. Hacker’s problem is that the student is supposed to answer this in 90 seconds.
Apparently (according to Devlin), Hacker's complaint about this problem is the time limitation. However, it shouldn't take someone a full 90 seconds to realize that both dice show the same number, with the sum being 9.

micromass said:
He also apparently argues that Gaussian distributions are not really necessary for actuaries
Gaussian distributions are waaaaaay too hard. Actuaries should learn about normal distrubutions, but what use will they ever make of Gaussians? :oldbiggrin:
 
  • #34
Mark44 said:
From @gleem's post, the Keith Devlin article was excellent!
Apparently (according to Devlin), Hacker's complaint about this problem is the time limitation. However, it shouldn't take someone a full 90 seconds to realize that both dice show the same number, with the sum being 9.

Even if one missed the parity shortcut, it shouldn't take 90 seconds to exhaustively list the four ways in which two six-sided dice can sum to 9 and note that none of them is a double.
 
  • #35
pasmith said:
Even if one missed the parity shortcut, it shouldn't take 90 seconds to exhaustively list the four ways in which two six-sided dice can sum to 9 and note that none of them is a double.
Well, maybe Hacker does find a double!:biggrin:
 

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