Mathematics is a way of thinking - how can we best teach it? — MATH VALUES

Last month I described my own, half-century career in mathematics, the first twenty-five years as a pure mathematician, then, in the second half, working on problems for industry and various branches of the US Department of Defense. I observed that at no stage did I make significant use of any of the specific techniques I learned in my entire educational arc, from elementary school through to receiving my bachelors degree in mathematics. Noting that my experience was not unusual—in fact, it is the norm among professional mathematicians—I started to set the stage for a promised discussion (it’s coming up below!) as to what topics should be covered in high school mathematics. Here is what I said: “First, what is taught is not, in itself, of any significance. The chances of anyone who finds they need to make use of mathematics at some point in their life or career being able to use any specific high school curriculum method is close to zero. In fact, by the time a student today graduates

Last month I described my own, half-century career in mathematics, the first twenty-five years as a pure mathematician, then, in the second half, working on problems for industry and various branches of the US Department of Defense. I observed that at no stage did I make significant use of any of the specific techniques I learned in my entire educational arc, from elementary school through to receiving my bachelors degree in mathematics. Noting that my experience was not unusual—in fact, it is the norm among professional mathematicians—I started to set the stage for a promised discussion (it’s