PDF Ebook The Math Myth: And Other STEM Delusions
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The Math Myth: And Other STEM Delusions
PDF Ebook The Math Myth: And Other STEM Delusions
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Product details
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Audible Audiobook
Listening Length: 6 hours and 52 minutes
Program Type: Audiobook
Version: Unabridged
Publisher: Tantor Audio
Audible.com Release Date: December 27, 2015
Language: English, English
ASIN: B01FYDG4K2
Amazon Best Sellers Rank:
Unfortunate that Hacker tried to use mathematics in his criticism of the current mathematics curriculum, because his math errors will distract mathematicians and other "STEM" practitioners from some basic truths.For example:In March of 2008, the National Mathematics Advisory Panel presented its Final Report to the President of the United States and the Secretary of Education:"This Panel, diverse in experience, expertise, and philosophy, agrees broadly that the delivery system in mathematics education -- the system that translates mathematical knowledge into value and ability for the next generation -- is broken and must be fixed."Since that time the "Common Core" math standards have replaced the various state standards that were for the most part derived from standards developed by the National Council of Teachers of Mathematics (NCTM).However, an original goal of the NCTM, that all students should have the opportunity to learn mathematics, became "students will be required to learn mathematics." This requirement works for some students and punishes others. Many of the students who succesfully pass through the school maths gateway will quickly forget the topics they studied. In some cases, it's just as well, since the "mathematics" they are taught will be a collection of manipulative tricks that avoid real math understanding -- like the FOIL pseudo-algorithm for avoiding the binomial theorem.Hacker points out the "myths" and "delusions" that keep our present broken system in place. THE MATH MYTH and Other STEM Delusions presents a detailed argument for alternatives to Algebra as a required school subject for all students. In its place, Hacker suggests a course in "Numeracy" he has taught in the Mathematics Department at Queens College, New York. The topics in his course include data analysis related to political representation, finding numerical patterns that indicate fraud in income tax returns, patterns of consumer purchasing, and other examples of quantitative reasoning. He even shows how to approximate a value for the mathematical constant Pi, using basic arithmetic.Hacker is not "anti-math," and he describes mathematics as a subject of "inherent beauty." However, he does not see this beauty being communicated to the many frustrated students who would like to pursue careers that do not require math. Hacker does not blame math teachers for the unreasonable pressure put on students to grasp the abstractions of what he calls "academic math." Instead, he faults an elite group of experts -- Hacker calls them "the Mandarins" -- who advise on local and national educational policy, including the "Common Core" state standar. The data Hacker cites include high failure rates on school exit exams, statewide proficiency test results, community college remedial math class statistics, and other measures. Although people who have been successful in math class cite their own progress as anecdotal evidence, Hacker claims the facts show that algebra, far from being a pipeline to success, is "...a barrier [that] ends up suppressing opportunities, stifling creativity, and denying society a wealth of varied talents."Naturally, advocates of required STEM (Science, Technology, Engineering, Mathematics) education will disagree and point out that Hacker's background is in political science, not mathematics. But this description of school math from a different viewpoint can help readers determine whether we are making educational decisions based on facts or myths. The list of references for each chapter provides a good basis for objective discussion.
As a math teacher myself, I have become very concerned about how much is being required of students at lower and lower grades. What was once a requirement of a seventh grader is now required of a fourth grade student. This book exposes many of the fallacies of our current educational system as it applies to the study of mathematics. I would like to see this book as required reading for all educators, especially those who are responsible for setting statewide curriculum requirements and college entrance requirements.
The Math Myth: And Other STEM Delusions is a must read that challenges almost all of America’s present educational shibboleths: the push for universal standards that stress STEM-ready education in high schools, especially the emphasis on the requirement, in the name of rigor, that all students achieve some degree of abstract mathematics proficiency. Along the way, using data, he excoriates the Common Core (especially its mathematics component) and the overuse of standardized tests to judge both student competency and teacher effectiveness. It was an eye-opener for me, and I recommend it to anyone who has even the slightest degree of interest in education and educational policy.His primary point is that abstract mathematics – proving of theorems in geometry or factoring polynomials in algebra or doing calculus integrals – does not teach skills that most students need. While that fraction of students who do go on into science or advanced engineering might need that level of mathematics, most students, even those who go into technical fields, do not. Instead, the mathematics requirement presently in place in the Common Core functions as an institutional barrier that is, to a great extent, the reason that many students fail to complete high school, or cannot into college, or, given the math requirements at colleges, fail to complete their degrees. It is, in his view, a costly disaster for our society, wasting human capital on an exorbitant scale.Hacker is a social scientist, not a mathematician, and he uses numbers and data and statistics professionally, but he argues that it is actually bad for our society to require abstract mathematical competency of all students – most of whom will never use an iota of it again.One of the more intriguing bits is his demonstration that the SAT and ACT standardized tests (a boon for the companies that supply them) actually discriminate by gender, arguing that the emphasis on speed in the math components of these exams favors males. I am not yet in a position to either accept or reject his argument, but it merits more than a cursory glance. It has, at least, the ring of plausibility.He argues that the national policies toward mathematics education are largely set by what he calls the ‘mandarins,’ a collection of mathematicians (not mathematics teachers), supported by the political punch of slogans like STEM (science, technology, engineering, and mathematics) and by large corporations that want to hire STEM-ready graduates, even though they represent only a small fraction of all students.I have long agreed that the current emphasis on high school calculus is misplaced. My preference has been for students to learn statistics. But even here, I got a wake-up call. Hacker argues that the ‘mandarins’ of statistics make the typical statistics course into the same kind of abstract and theoretical enterprise that the calculus people do. Instead, he argues for developing what he calls “Numeracy,†sufficient familiarity with numbers and numerical reasoning to permit intelligent interaction with our complex, modern society.Stephen D. Senturia taught electrical engineering at the Massachusetts Institute of Technology for 36 years. He now blogs on educational issues at[...] and writes fiction. His first novel, One Man's Purpose: A Novel was published in November, 2015.
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