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| Maths teaches logic – we need it more than ever | Maths teaches logic – we need it more than ever |
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| Simon Jenkins’s article (Our fixation with maths doesn’t add up, 10 March) both misunderstands the value of a rigorous training in maths and numeracy to individuals, and to UK society and its economy. Jenkins asserts that “maths is for specialists”. On the contrary, if we are to profit from being a society that is as comfortable with numbers as it is with words, maths must be for all, no matter what their background or previous educational attainment. | Simon Jenkins’s article (Our fixation with maths doesn’t add up, 10 March) both misunderstands the value of a rigorous training in maths and numeracy to individuals, and to UK society and its economy. Jenkins asserts that “maths is for specialists”. On the contrary, if we are to profit from being a society that is as comfortable with numbers as it is with words, maths must be for all, no matter what their background or previous educational attainment. |
| Our national maths capacity must be measured not because of any particular attachment to quantification, but because the UK risks falling behind other developed nations if we do not develop our capability in maths and understand how we are improving or comparing with other nations. | Our national maths capacity must be measured not because of any particular attachment to quantification, but because the UK risks falling behind other developed nations if we do not develop our capability in maths and understand how we are improving or comparing with other nations. |
| The British Academy’s report, Count Us In, on the value of maths and quantitative skills, has shown that the UK will profit in many areas from a stronger maths capability. From the ability to harness fully the social and economic benefits of big data, to being able to critique and challenge politicians’ use of statistics, or simply to balance a household budget, improving maths capability should be a priority for all sections of society. | The British Academy’s report, Count Us In, on the value of maths and quantitative skills, has shown that the UK will profit in many areas from a stronger maths capability. From the ability to harness fully the social and economic benefits of big data, to being able to critique and challenge politicians’ use of statistics, or simply to balance a household budget, improving maths capability should be a priority for all sections of society. |
| Rather than talking down the importance of maths, we should be focusing attention on broadening its appeal. We should be uniting behind those who are working hard to ensure that more Britons benefit, as citizens and employees, from the opportunities that greater maths skills offer.Professor Ian DiamondChair of the British Academy’s high-level strategy group on quantitative skills, Principal and vice-chancellor, University of Aberdeen | Rather than talking down the importance of maths, we should be focusing attention on broadening its appeal. We should be uniting behind those who are working hard to ensure that more Britons benefit, as citizens and employees, from the opportunities that greater maths skills offer.Professor Ian DiamondChair of the British Academy’s high-level strategy group on quantitative skills, Principal and vice-chancellor, University of Aberdeen |
| • Simon Jenkins’ article on mathematics was a welcome piece of (un)common sense. But he failed to mention the absurdity of current government policy, which requires that all 17+ students registered in further education colleges who already have a grade D pass in GCSE English or mathematics retake the subject. As a result, over 130,000 17+ students were entered for GCSE mathematics in summer 2015, and no doubt still more will be this year. Some of these students may strive towards a grade C (or better) pass for career reasons. But most learners who are struggling to move from a grade D to a grade C are unlikely to study maths at advanced level and beyond. | • Simon Jenkins’ article on mathematics was a welcome piece of (un)common sense. But he failed to mention the absurdity of current government policy, which requires that all 17+ students registered in further education colleges who already have a grade D pass in GCSE English or mathematics retake the subject. As a result, over 130,000 17+ students were entered for GCSE mathematics in summer 2015, and no doubt still more will be this year. Some of these students may strive towards a grade C (or better) pass for career reasons. But most learners who are struggling to move from a grade D to a grade C are unlikely to study maths at advanced level and beyond. |
| GCSE mathematics is not designed as a basic numeracy course, but to provide a foundation for the further study of the subject. Hence the requirement to study (for example) quadratic and simultaneous equations, Pythagoras, basic trigonometry and Fibonacci sequences: all important in theoretical terms but of very limited practical use. It is hopelessly over-specified as a numeracy skills programme. Current government policy and curriculum change seems to be driven by personal experience and prejudice rather than by evidence. No change there, then.Mark FlinnChester | GCSE mathematics is not designed as a basic numeracy course, but to provide a foundation for the further study of the subject. Hence the requirement to study (for example) quadratic and simultaneous equations, Pythagoras, basic trigonometry and Fibonacci sequences: all important in theoretical terms but of very limited practical use. It is hopelessly over-specified as a numeracy skills programme. Current government policy and curriculum change seems to be driven by personal experience and prejudice rather than by evidence. No change there, then.Mark FlinnChester |
| • Simon Jenkins is right. When, with a group of mature teachers of other subjects, I was being retrained at Leeds University for a diploma in mathematics and mathematics education (which one of my friends cruelly dismissed as a diploma in hard sums), our course director pointed out that in our schooldays there was one subject deemed absolutely essential to train the mind and develop logical thinking. That was Latin, and look what’s happened to that.Peter WrigleyBirstall, Yorkshire | • Simon Jenkins is right. When, with a group of mature teachers of other subjects, I was being retrained at Leeds University for a diploma in mathematics and mathematics education (which one of my friends cruelly dismissed as a diploma in hard sums), our course director pointed out that in our schooldays there was one subject deemed absolutely essential to train the mind and develop logical thinking. That was Latin, and look what’s happened to that.Peter WrigleyBirstall, Yorkshire |
| • Simon Jenkins contradicts himself. On one hand, he claims that mathematics is more or less useless. On the other, he mentions Innumeracy by John Allen Paulos as an example of its usefulness. In reality, mathematics (and science in general) is a progressive force that continuously transforms human societies. It teaches logic and correct reasoning and helps debunk the lies of any government. Why should UK citizens be denied the study and knowledge of mathematics? In order to control them better? I noticed that Jenkins’s attacks on mathematics have a regular periodicity. Mathematics and mathematicians are an easy target: we are a small and not well-connected group. Jenkins reminds me of those managers who tried to put the blame for the 2008 financial crisis on mathematicians.Enrico ScalasProfessor of statistics and probability, University of Sussex | • Simon Jenkins contradicts himself. On one hand, he claims that mathematics is more or less useless. On the other, he mentions Innumeracy by John Allen Paulos as an example of its usefulness. In reality, mathematics (and science in general) is a progressive force that continuously transforms human societies. It teaches logic and correct reasoning and helps debunk the lies of any government. Why should UK citizens be denied the study and knowledge of mathematics? In order to control them better? I noticed that Jenkins’s attacks on mathematics have a regular periodicity. Mathematics and mathematicians are an easy target: we are a small and not well-connected group. Jenkins reminds me of those managers who tried to put the blame for the 2008 financial crisis on mathematicians.Enrico ScalasProfessor of statistics and probability, University of Sussex |
| • It’s noticeable on University Challenge that science students know about non-science subjects, but the reverse isn’t so evident. It’s also clear that few in positions of influence, such as the House of Commons or the BBC, know much about science. Yet science is important: maths is key to the study of physics, and relevant to almost every other scientific discipline. In fact, it is increasingly necessary for subject areas that Jenkins says “today’s pupils should go into the world with”, such as “geography, their environment… money, the economy”. David MurrayWallington, Surrey | • It’s noticeable on University Challenge that science students know about non-science subjects, but the reverse isn’t so evident. It’s also clear that few in positions of influence, such as the House of Commons or the BBC, know much about science. Yet science is important: maths is key to the study of physics, and relevant to almost every other scientific discipline. In fact, it is increasingly necessary for subject areas that Jenkins says “today’s pupils should go into the world with”, such as “geography, their environment… money, the economy”. David MurrayWallington, Surrey |
| • Simon Jenkins is in error. Any cook will tell you that the radius squared multiplied by pi is incredibly useful. Suppose you wish to make a cake and your recipe is for a 9in round tin but all you have is an 8in square tin or an 8in round tin. For information, 8in square requires the same quantities as 9in round, but 8in round is four-fifths of 9in round.David KennettShipston-on-Stour, Warwickshire | • Simon Jenkins is in error. Any cook will tell you that the radius squared multiplied by pi is incredibly useful. Suppose you wish to make a cake and your recipe is for a 9in round tin but all you have is an 8in square tin or an 8in round tin. For information, 8in square requires the same quantities as 9in round, but 8in round is four-fifths of 9in round.David KennettShipston-on-Stour, Warwickshire |
| • As a university lecturer in computer science who for many years served as my department’s admissions tutor, I was often in despair at having to reject many applicants, particularly from less privileged backgrounds, because they had been misled by the belief expressed in Simon Jenkins’ article that maths is useless, and so had dropped it early on. | • As a university lecturer in computer science who for many years served as my department’s admissions tutor, I was often in despair at having to reject many applicants, particularly from less privileged backgrounds, because they had been misled by the belief expressed in Simon Jenkins’ article that maths is useless, and so had dropped it early on. |
| I observed there is a correlation between success in schools maths and success in my subject, not because it requires advanced mathematical knowledge, but because school maths exercises and tests the mental skills needed. Success in school information technology, however, tells us little about the ability we need, partly because it gives a misleading impression on what our subject is about, but more so because it is too much based on rote memorisation. | I observed there is a correlation between success in schools maths and success in my subject, not because it requires advanced mathematical knowledge, but because school maths exercises and tests the mental skills needed. Success in school information technology, however, tells us little about the ability we need, partly because it gives a misleading impression on what our subject is about, but more so because it is too much based on rote memorisation. |
| Simon Jenkins has entirely missed the point of Colin Hegarty’s award-winning approach to teaching maths. I have advised my students to read what Colin Hegarty says about learning maths, because the same applies to learning how to program: it is something you must do by constant practice, and you must throw away the supposition that learning is about rote memorisation. Indeed, the most common reason for failure in my subject is confusing real learning with shallow memorisation, in part encouraged by media commentary written by journalists from an arts background where perhaps a memorisation approach does serve better to pass exams.Dr Matthew HuntbachLondon | Simon Jenkins has entirely missed the point of Colin Hegarty’s award-winning approach to teaching maths. I have advised my students to read what Colin Hegarty says about learning maths, because the same applies to learning how to program: it is something you must do by constant practice, and you must throw away the supposition that learning is about rote memorisation. Indeed, the most common reason for failure in my subject is confusing real learning with shallow memorisation, in part encouraged by media commentary written by journalists from an arts background where perhaps a memorisation approach does serve better to pass exams.Dr Matthew HuntbachLondon |
| • Simon Jenkins criticises what he suggests is a national fixation with maths. We have an employment team of over 100 lawyers and have recently decided there is a business benefit in providing a series of training sessions on developing mathematical skills. Jenkins downplays the importance of mathematics in education. If he had read the government’s proposals last month on gender pay gap reporting, he would know that every substantial business in the country will need to understand the difference between mean and median. Mathematics is about much more than “number facts”. The ability to apply a set of rules to both facts and abstract concepts is an important skill in many modern jobs. | • Simon Jenkins criticises what he suggests is a national fixation with maths. We have an employment team of over 100 lawyers and have recently decided there is a business benefit in providing a series of training sessions on developing mathematical skills. Jenkins downplays the importance of mathematics in education. If he had read the government’s proposals last month on gender pay gap reporting, he would know that every substantial business in the country will need to understand the difference between mean and median. Mathematics is about much more than “number facts”. The ability to apply a set of rules to both facts and abstract concepts is an important skill in many modern jobs. |
| What aspects of school learning are significant in later life? What learning does one use at work? I had this discussion some years ago with lawyers at a law centre dealing with matters such as benefits claims, housing and immigration issues. The general view was that English, maths and, perhaps surprisingly, Latin were the most useful.Steven LorberLewis Silkin LLP, London | What aspects of school learning are significant in later life? What learning does one use at work? I had this discussion some years ago with lawyers at a law centre dealing with matters such as benefits claims, housing and immigration issues. The general view was that English, maths and, perhaps surprisingly, Latin were the most useful.Steven LorberLewis Silkin LLP, London |
| • Simon Jenkins declares that there is no “need” for more mathematicians. However he understates the degree to which mathematics is useful in other aspects of life – in some cases unexpectedly. He suggests subjects which pupils really do need a knowledge of, including “money, the economy and civil rights”. For everyday use of money it is true that straightforward arithmetic up to compound interest may suffice. To understand the economy and offer an informed opinion on interest rates, taxes and benefits a higher level of mathematics may be required. Finally, civil rights may appear unrelated to mathematics but this is not the case, an obvious example being debates about voting systems. I suggest he reads Constitutional Calculus by Jeff Suzuki.Francis McGonigalSenior lecturer in business mathematics and statistics, Birmingham City University | • Simon Jenkins declares that there is no “need” for more mathematicians. However he understates the degree to which mathematics is useful in other aspects of life – in some cases unexpectedly. He suggests subjects which pupils really do need a knowledge of, including “money, the economy and civil rights”. For everyday use of money it is true that straightforward arithmetic up to compound interest may suffice. To understand the economy and offer an informed opinion on interest rates, taxes and benefits a higher level of mathematics may be required. Finally, civil rights may appear unrelated to mathematics but this is not the case, an obvious example being debates about voting systems. I suggest he reads Constitutional Calculus by Jeff Suzuki.Francis McGonigalSenior lecturer in business mathematics and statistics, Birmingham City University |
| • Join the debate – email guardian.letters@theguardian.com | • Join the debate – email guardian.letters@theguardian.com |
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