I haven’t seen them mentioned in this thread, so thought I’d add them, since they’re probably valid and worth thinking about:
the utility of a math understanding, combined with the skills required for doing things such as mathematical proofs (or having a deep understanding of physics) is low for most humans. much lower than rote memorization of some simple mathematical and algebraic rules. consider, especially, the level of education that most will attain, and that the amount of abstract math and physics exposure in that time is very small. teaching such things in average classrooms may on average be both inefficient and unfair to the majority of students. you’re looking for knowledge and understanding in all the wrong places.
the vast majority of public education systems are, pragmatically speaking, tools purpose built and designed to produce model citizens, with intelligence and knowledge gains seen as beneficial but not necessary side effects. ie, as long as the kids are off the streets—if they’re going to get good jobs as a side effect, that’s a bonus. you’re using the wrong tools, for the job (either use better tools, or misuse the tools you have to get the job you want done, right)
I haven’t seen them mentioned in this thread, so thought I’d add them, since they’re probably valid and worth thinking about:
the utility of a math understanding, combined with the skills required for doing things such as mathematical proofs (or having a deep understanding of physics) is low for most humans. much lower than rote memorization of some simple mathematical and algebraic rules. consider, especially, the level of education that most will attain, and that the amount of abstract math and physics exposure in that time is very small. teaching such things in average classrooms may on average be both inefficient and unfair to the majority of students. you’re looking for knowledge and understanding in all the wrong places.
the vast majority of public education systems are, pragmatically speaking, tools purpose built and designed to produce model citizens, with intelligence and knowledge gains seen as beneficial but not necessary side effects. ie, as long as the kids are off the streets—if they’re going to get good jobs as a side effect, that’s a bonus. you’re using the wrong tools, for the job (either use better tools, or misuse the tools you have to get the job you want done, right)