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#51




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2 I am going with 2 years. If you do go college they have classes in place to get you up to speed if needed and if a mathheavy job is attractive to you you can always take a heavier math load in high school. I was able to do Algebra I & II, geometry, Trig and calc I & II; our school had a helluva math department. 3 For general students and most collegebound kids; yeah. I went into education and psychology and 10 years after college ended up starting my own business. Some practical math would have saved me a lot of hassle. For all the advanced math I learned and how good I was at it, I don't think I've use a stitch of it since about 1982 or so. Except for one bizarre site that used advanced formulas to hide/reveal passwords. 
#52




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#53




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An engineering student needs as much math as they can get before they get to college, preferably through calculus. If they haven't even had trigonometry or precalc in high school, they will have a very difficult time in college  and will likely flunk out before the end of their freshman year. Any student taking an introductory chemistry or physics class (socalled "collegelevel," even though it may actually be taken in high school) needs a good grasp of algebra before taking the class. Finally, a firstyear college physics course for engineers requires that they either have taken (or are taking) firstyear calculus. 
#54




I guess the BBC has been reading the SDMB.
Related article here: https://www.bbc.com/news/worldusca...lflow_facebook
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#55




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#56




I liked math and always thought it was unfair that I had to take English classes (which I did not like) every year but the students that liked English more than math only had to take a single math class.
Grades were not the issue, I did well in most classes and when I did not there were external factors in play. On the ACT, I actually got a perfect score in English, and a lower (but still fairly exceptional) score in math. I just couldn't stand the classes. 
#57




One year of math was all that was required for us to graduate. I think the class was called "General Math".
I took Algebra One (failed a couple of grading periods but got by with a C), Geometry (C+/B) and Algebra Two (needed daily tutoring to get a D). Kids in our county have to take math every year in high school. I'm not down with that. Our younger son had already taken Precalc going into his senior year, because he took Algebra One in eighth grade. He crashed and burned when forced to take Calc, and would have failed if his older brother hadn't tutored him. Three years sounds about right, with the option to go more slowly. I assume that moving more slowly would probably mean four years of math. I'm guessing that if I had gone at a pace that worked for me I might have actually learned the material for a year and a half or so of Algebra. My struggles didn't mess up my SAT and ACT scores much. My math scores were lower, but not by that much. Unfortunately, my decent test scores convinced teachers that I just wasn't trying. My hypothesis is that I'm very good at recognizing wrong answers. If I had needed to explains my answers, as is required on the PARCC that our kids had to take, I would have probably been up the creek. 
#58




When I was a high school student in the 70's, we had to take Algebra I, Algebra II, and Geometry. Trig, Calculus, ad College Algebra, as well as Statistics, were optional.

#59




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2. I think students should take 4 years of math. But more should be available. No reason an interested student shouldn't be able to take multiple math courses per semester. 3. Calculation courses should be separate from math courses. Math isn't calculation. Math is how you figure out what to calculate. And finance isn't math either. It is still a good idea to teach it, though. 


#60




I think there should be 3 years of math, but the emphasis should be put on "business math" and "probability and statistics". No one, and I mean NO ONE, who is not involved in a math intensive or science field, ever uses their Algebra much less Calculus. We do, however, use business related math.
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#61




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#62




Weird. I haven't found much everyday use for calculus, but I feel like I'm solving equations reasonably regularly, and I have nothing to do with a math or science field. (Hell, we even used trig a few weeks ago to estimate the altitude of a landing airplane based on how far we were away from the airport and a 3 degree glide slope, but, I admit, that is a bit of a niche use.)
Last edited by pulykamell; 06132019 at 10:26 AM. 
#63




The issue with dealing with probability before calc is that a lot of the sausage making in probability relies on calc. Same issue with high school physics, honestly.
From experience and the experiences of my friends, we lost most of the more advanced high school mathbased stuff from stats and/or physics because it's this rapidfire of equations and special cases without much to relate it to anything or ground or explain it. For me physics was a slap dash array of arbitrary equations and situations that were incredibly difficult to understand or motivate because I didn't even have the tool of an integral/derivative for linear equations which makes basic kinematics way easier. Obviously there are limits here, I'm not saying we need to get everyone bootstrapped with quantum probability and teach physics from some absurd interpretation of "derivation from first principles", but it's hard to retain things when it's just a mapping of situation>process. Similar with probability and statistics. Admittedly I opted for a different course than stats in high school, so I didn't actually have any real exposure to probability before having calculus, so I'm going to qualify that clearly I was introduced in a way heavier way than a lot of people which may be causing my incredulity here. That said, I'm not entirely sure how you motivate a great deal of things, especially some really fundamental distributions without at least having people comfortable with limits. You can cover Bayes Theorem, I guess, and possibly probabilistic graphical models like Bayesian Networks and inference algorithms, but I feel like even that'd fall apart without some prerequisite knowledge in algorithmic thinking. Honestly, the issue with a lot of high school math isn't it being useless, or even useless until you're well into a STEM degree, it's that they spend a lot of time spinning wheels teaching things in a vacuum. I remember spending entire units in multiple different courses on domain/codomain/image/preimage stuff and... I... have... no... idea... why? We never used it except to answer questions based on it. It's not even a particularly useless concept, it's basically what you're thinking about when you write a single simple function in a programming language, hell, when you have a system process to change one thing to another set of things in real life. But instead we focus on like... equations to transform the reals into the reals missing one or two elements? I don't get the motivation, it's so bizarre. I remember when we were learning solving systems of equations we took a jaunt into learning about matrices and RREF, and then were forced to answer some questions on the test using by reducing a matrix to RREF. It was... bizarre? It's just completely contextless and surreal without any foundation even 2 weeks in linear algebra can give you. And no linear algebra course assumes you've heard of RREF before. I guess at least if you figure it out you realize your calculator can solve systems of equations really easily with RREF. I think this is why quadratics sticks for so many people, because you actually use quadratics to reinforce other things you do, and because you have the foundation to largely understand and even prove some of the closed form equations. Like one of the first closed form equation derivations most students see is using completing the square to get the quadratic equation. I don't know what I'm getting at with all this, but I guess it just seems to me that the issue isn't the math people learn, it's that there's a peculiar foundation of lack of reinforcement and lack of underlying knowledge that makes math feel like spinning your wheels. So many things you never use for anything, even within the rest of your high school math career, and so many contextless magic incantations you don't have the knowledge to understand the context of. Obviously this will always be the case somewhat, again, I don't want everyone to learn things from first principles, but the curriculum design for math has always just felt really uneven and I think that contributes to the problem more than the math not always having immediately obvious everyday applications per se. 
#64




1. How many years of HS math were you required to have?
3, and pass the Regents exam in all 3 to get a NYS Regents diploma (as opposed to the "local" diploma handed out by the school) I, however, took 5 years, starting in 8th grade. 2. How many years of HS math do you think we should require? 3  but there should be more kinds of math class available. Including applied math, and multiple years of lowerlevel or remedial math in order to enable kids who are not great at math or who don't plan to go onto college to retain basic math skills at least until they graduate. 3. Would you prefer HS students take more practical math courses like financial math over math with more scientific applications like geometry? I would prefer that HS students have the option to take classes to learn math that they will have practical need for now and later in life. Some students will also want/need trig, calculus, etc. 


#65




To follow up: I don't use trig or calculus at all anymore, but regularly use algebra, geometry, probability and logic in my personal life. Less so at work. Stats would be a better thing for me to know at work than most of the math I learned in HS. (I didn't take stats in college so that lack is all on me!)

#66




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Furthermore, how does basic math not teach you to balance a checkbook if you need to do that? Surely someone with a decent grasp of basic arithmetic can figure it out on their own?
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#67




You might have to use integrals to find its center of mass.

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