Why is Math important?
I've heard many times children or even adults tell me "Why do I need to learn maths?"" or "When am I going to need to understand exponents?". At it's core mathematics is a language. Our ability to dream an endpoint and figure out how to get there is a skill that is developed through mathematics. Even if you do not formally use numbers or equations in your day to day life, the ability to think logically and abstractly is a skill that is developed through mathematics. Practicing mathematics is a way to exercise your brain and develop the ability to think critically and solve problems. Understandably, many people do not enjoy studying pure mathematics just like many people do not enjoy studying grammar; however, many kids might enjoy actualizing their dreams of being the leading scorrer, decyphering a secret message or even building a robot, a rocket. How about building business, understanding why some trends are happening, or even predicting the future?
There was an article that was published a while ago that tried to rationalize the evolutionary function of dreams. The article suggested that dreams were a way for our brains to simulate situations so that we could be better prepared for them in real life. This could be useful in visualizing potential threats or opportunities. To build on ideas and communicate concepts, we use language. We want to adapt our learning and teaching methods to the interests and needs of the students. Our dream is to provide a system where students can learn from their peers. Where we can map their interests and provide them with a playground to simulate and communicate their dreams using the language of mathematics and programming.
Mathematics in Canada
In Canada, there is a general anxiety towards mathematics. There are several reasons for this, but the outcome is that on an international scale Canadian are missing out on the next wave of innovation. The wave of Artificial Intelligence, Machine Learning, and Data Science is here. Our universities classrooms are filled with international students who are far more comfortable with the topics being taught. With one of the most educated populations in the world, we have demonstrated that we have the willingness to learn, but then why are we so afraid of mathematics? In North America why are we relying on H-1B programs to import talent to fill the gaps STEM workforce?
Our education system has a "leave no student behind" mentality. With a relatively small population we need to stop underestimating the potential of our students, and start challenging them to reach their full potential. We need to foster a culture that is excited to access in education limited to the ceiling of a sylybus or curriculum. Just like we would not want a swimmer have to train at pace that would not allow them to strive for their potential, we should allow the students that are ready to learn the next concept to continue to grow in learning. The expectation of the education system in North America would expect independent research for those interested to begin at the age of 38. To contrast that, Einstein invented E = MC2 at the age of 28, which coincidentially was the same age Edison invented electricity, Bell invented the telephone, and Kiyosi Itô invented stochastic calculus (in Japan during the second world war). Indeed, Antoli Skorokhod had completed all his great works by this age
At the same time we need to allow students to explore concepts at their own pace, especially in subjects where concepts build on the prerequisites. We need to normalize and accept that students learn at their own pace. Just because a student is not ready to learn a concept at the age of 10, does not mean they will be any less capable of understanding the concept at the age of 20. However, expecting they already know the concept at the age of 10 and build on those concepts will only compound their frustration and slow down their growth in that subject.
Mathematicians helping Mathematicians
Why are so many people afraid of math? Why do so many people say "I'm not a math person"? In schools everywhere in North America, there has been a generation (if not more) of teachers who have been teaching mathematics while they themselves have been afraid of math. Discovery mathematics or "new math" only works if the teachers are comfortable with the material, and willing to explore different approaches with the students. Discovery mathematics is constrained in that the math curriculum has strict timelines on what topics are being covered.
We have the opportunity to change the way mathematics is taught in North America. Once we have students comfortable with the material, we will give them the opportunity to test their knowledge by teaching their peers. We have the added benefit of having math experts to support the instruction of concepts, and will allow students to explore other perspectives newer students may have. This, we believe, was the true spirit of discovery mathematics.
This method will bring a new generation of mathematicians who are confident. Empethetic, and willing to explore new ideas.