One of the controversies in education is the amount and type of mathematics education needed in middle and high school. Click on the links below for examples of current thinking on the matter:
“We hear on all sides that we’re not teaching enough mathematics — you know, that the Chinese are running rings around us,” Hacker says. “I’m suggesting we’re teaching too much mathematics to too many people. … I would say everybody doesn’t have to know calculus. If you’re going to become an aeronautical engineer, fine. But most of us aren’t. It’s a bit like saying everybody should learn Arabic because they may need it someday.” (
https://www.sciencefriday.com/segments/how-much-math-should-everyone-know-show-your-work/)
"Casual observation tells us that most people don’t use math beyond simple arithmetic in everyday life. Few people make use of fractions, trigonometry, or multi-digit division algorithms they use in school. More advanced tools like algebra or calculus are even less likely to be brought out to solve everyday problems."
(https://www.scotthyoung.com/blog/2022/01/24/why-dont-we-use-the-math-we-learn-in-school/)
"How many people use algebra or geometry in their adult lives? According to Andrew Hacker, who teaches political science and mathematics at Queens College and is the author of
The Math Myth and Other STEM Delusions, not many -- about five percent at most. And though most of us have taken these courses as requirements for high school graduation, a national survey found that 82 percent of adults couldn’t compute the cost of a carpet when told its dimensions and square-yard price." (
https://www.nea.org/advocating-for-change/new-from-nea/how-much-math-too-much)
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