Last weekend KU held their annual Engineering Expo, a fairly typical sort of event for trying to get little kids interested in science and engineering. If you’re unsure what that might entail, come drop by next year.
Presumably this is fun for the little kids—most of them seemed pretty enthusiastic, and I never went to such events myself. And it’s fun for most of the students putting it on. We get to hang out with our friends, tell people about our majors, and get a day off class (though could you maybe have not scheduled it during midterms this year?). Half the fun is getting set up beforehand.
Because we’re nerds, we covered most of the leftover whiteboard space in the SEDS room with various engineering equations: thermo, flight dynamics, orbital mechanics, even the definition of a derivative. This predictably elicited a number of comments, mostly from parents but also from the kids themselves, about how much they hate(d) math.
This was particularly striking to me because when I was that age, I hated math. Or rather, hated what I thought was math. In elementary school, I didn’t know very much math. Pretty much all I knew how to do was glorified counting.
Addition? Counting. Subtraction? Backwards counting. Multiplication? Fast counting. Division? Backwards fast counting. Medians and means? Counting!
This pattern holds when we move onto the secondary school subjects. Algebra is almost entirely about counting graphically. Not all of geometry is counting, but a good fraction of it—vectors, for example—is. The same goes for a lot of trigonometry.
Only when you get to calculus, a senior year subject if it’s on the table at all, do you really start focusing on relationships versus the raw numbers. Calculus was the first math class which I enjoyed. That was the first time math became a tool rather than an obstacle. (Consistently, at least.)
A lot of students abandon mathematics long before they get to the stage where it becomes useful and meaningful. This concerns me. While there are plenty of people whose brains just aren’t made for math, there’s also a lot of great minds being lost because they aren’t made for endless dull arithmetic.
Spend years struggling away with contrived problems, truth held outside of grasp, and well, yes, giving up is certainly a reasonable response. You spent the last fifty years making science and math inaccessible and now, dear politicians and school administrators, you lament that more kids aren’t studying engineering. Behold the completely predictable consequences of your actions.
But this is not just an intellectual problem, or even an economic one. It’s a political nightmare.
Learning integral calculus completely rebuilt my perception of government finance. Just gaining an appreciation for statistics made me rethink dozens of policy positions. And yet I’d bet half our sitting Senators don’t even know what “differentiation” means. This should scare us shitless when they’re trying to plan for the next year, yet alone the next ten or twenty.
I hope that we changed a few minds last weekend, or at least planted a seed of doubt. If technological civilization is going to survive the next 100 years, we need to rethink the way our culture approaches math and science. I’m severely tempted to do pro bono math education out of fear, but a few college kids can’t do it alone.
So, for your children’s sake: Do you hate math, or just counting?