000			a
999			_c32545 _d32545
008			230901b xxu||||| |||| 00| 0 eng d
020			_a9781620973912
082			_a510.71 _bHAC
100			_aHacker, Andrew
245			_aMath myth : and other STEM delusions
260			_bThe New Press, _c2022 _aNew York :
300			_a239 p. ; _bill., (some col.), _c21 cm
365			_b17.99 _cUSD _d85.40
504			_aIncludes bibliographical references and index.
520			_aAndrew 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			_aAptitude for mathematics
650			_aMathematics teaching
650			_aMathematical thinking
650			_aMathematical ability
650			_aNonfiction
942			_2ddc _cBK