The goal of this post is to highlight a distinction that Andrew Hacker (2016) made in his book The Math Myth: And Other STEM Delusions– a must-read for all high school administrators and educators (not just math teachers). Specifically, Hacker clarifies the difference between algebra and arithmetic.
High school math classes are mostly useless- at least in the form and the scope that we currently prescribe geometry, algebra I, algebra II, and beyond. These courses are designed to push algebra. While our system maintains its addiction to algebra (driven by standards and ridiculous standardized assessments), arithmetic skills are left behind. Arithmetic is the substance of ‘math class’ from when you begin school as a child until you start high school math courses. Arithmetic is the brick and mortar: adding, subtracting, multiplying, dividing, quantitative reasoning, numeracy skills, algorithms, etc. These are skills adults use daily, although many wouldn’t refer to them as ‘math’ skills in the way we refer to high school math courses.
Hacker references “using odometer readings to submit an expense report” as an example of what he termed adult arithmetic, or the basic arithmetic skills that adults need to command in order to be effective citizens. For example, many of us may tune into CNN, see poll results, and interpret them using basic arithmetic skills. Truthfully, many Americans cannot do this well because their high school classes focused solely on algebra instead of arithmetic.
The iniquity of algebra has been driven deeply into our American populous. For all of our quadratic equations and matrix operations that were forced on our young brains, we cannot interpret basic graphs, interpret statistical comparisons, and understand how quantities are integral to our social and economic progression as a society. As Hacker says, “Even if most American adults once studied algebra, geometry, and phases of calculus, it hasn’t enhanced their numerical competence.”
Learning V. School 