| 000 -LEADER |
|---|
| fixed length control field |
a |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
230901b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781620973912 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
510.71 |
| Item number |
HAC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Hacker, Andrew |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Math myth : and other STEM delusions |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Name of publisher, distributor, etc |
The New Press, |
| Date of publication, distribution, etc |
2022 |
| Place of publication, distribution, etc |
New York : |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
239 p. ; |
| Other physical details |
ill., (some col.), |
| Dimensions |
21 cm |
| 365 ## - TRADE PRICE |
|---|
| Price amount |
17.99 |
| Price type code |
USD |
| Unit of pricing |
85.40 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references and index. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
Andrew Hacker's 2012 New York Times op-ed questioning our current mathematics requirements instantly became one of the the paper's most widely circulated articles. Why, he wondered, do we inflict algebra, geometry, trigonometry, and even calculus on all young Americans, regardless of their interests or aptitudes? The Math Myth expands Hacker's scrutiny of many widely held assumptions, such as the notion that mathematics broadens our minds, that mastery of azimuths and asymptotes will be needed for most jobs, that the entire Common Core syllabus should be required of every student. He worries that a frenzied emphasis on STEM is diverting attention from other pursuits and subverting the spirit of the country. Though Hacker honors mathematics as a calling (he has been a professor of mathematics) and extols its glories and its goals, he shows how mandating it for everyone prevents other talents from being developed and acts as an irrational barrier to graduation and careers. He proposes alternatives, including teaching facility with figures, quantitative reasoning, and utilizing statistics. The Math Myth is sure to spark a heated and needed national conversation not just about mathematics but about the kind of people and society we want to be. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Aptitude for mathematics |
|
|---|
| Topical term or geographic name as entry element |
Mathematics teaching |
|
|---|
| Topical term or geographic name as entry element |
Mathematical thinking |
|
|---|
| Topical term or geographic name as entry element |
Mathematical ability |
|
|---|
| Topical term or geographic name as entry element |
Nonfiction |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Item type |
Books |