Is The Math Myth by Andrew Hacker Worth the Debate?

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Discussion Overview

The discussion revolves around Andrew Hacker's views presented in his book "The Math Myth," which argues against the necessity of teaching higher mathematics to the majority of students. Participants explore the implications of his arguments, the relevance of mathematics in education, and the potential consequences of altering math curricula.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Exploratory

Main Points Raised

  • Some participants summarize Hacker's position that teaching higher mathematics to most students is a waste of time and may be counterproductive.
  • Others question the validity of Hacker's claims, arguing that many students will need mathematics in their future careers.
  • A participant suggests that instead of reducing math education, the focus should be on improving teaching methods, referencing successful practices in European countries.
  • Concerns are raised about Hacker's perceived assumptions regarding students' abilities and the potential negative impact of deemphasizing math education.
  • Some participants agree that while higher mathematics may not be relevant for most students, exposure to advanced subjects is crucial for discovering interests and abilities.
  • There is a discussion about the implications of academic pressure, particularly in Eastern educational systems, and whether the U.S. should adopt similar practices.
  • Participants express differing views on the necessity of mathematics in education, with some arguing for its importance across various fields, while others highlight the need for a more tailored approach to math education.

Areas of Agreement / Disagreement

Participants do not reach a consensus; multiple competing views remain regarding the necessity and role of higher mathematics in education, as well as the implications of Hacker's arguments.

Contextual Notes

Some discussions touch on the emotional and psychological impacts of academic pressure, particularly in relation to student well-being, but these points remain unresolved and lack rigorous data to support claims.

  • #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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