No more M in STEM | David Brown | TEDxUSU

Summary

The speaker, a mathematician, humorously reflects on the disconnect between how mathematics is taught and its creative, problem-solving nature. He critiques the traditional curriculum for being unambitious and formulaic, often leaving students disillusioned. Through anecdotes about academic misconceptions and outdated approaches, the speaker emphasizes the need for a more inspiring and meaningful way to teach math—one that fosters creativity and deeper understanding. He concludes with an apology for the negative experiences many people have had with math education, calling for change in how it is approached.

Takeaways

• 🎸 The speaker humorously compares their mathematical skills to playing the guitar, suggesting a level of mastery.
• 🎓 They express a desire to give away their calculator, indicating a belief that mathematical tools are not inherently valuable without understanding.
• 😕 The speaker is not offended by people who say they hated math but is disappointed in the educational system that leads to such sentiments.
• 🎬 They criticize the 'movie' of math curriculum as being unambitious and offensive, suggesting it fails to engage students.
• 🤔 The speaker questions the relevance of certain mathematical concepts like the number line in real-world applications.
• 🧐 They highlight the importance of understanding the depth of mathematical responses rather than just the answers.
• 🎓 The speaker's own journey through math education was filled with rote learning but lacked real-world application or creativity.
• 🏢 After college, they experienced a mundane job that stifled creativity, contrasting with the potential for creativity in mathematics.
• 🔄 In graduate school, they discovered the true creative potential of mathematics, different from other art forms.
• 👨‍🏫 The speaker calls for a revamp of the math curriculum, criticizing the stagnation and lack of evolution in mathematical education.
• 💣 They propose a radical idea to 'blow up' the current math curriculum and start fresh, emphasizing the need for change.

Q & A

What is the speaker's profession?

The speaker is a mathematician.

How does the speaker describe their ability to operate a calculator?

The speaker humorously claims they can operate a calculator as skillfully as Jimi Hendrix played the guitar, but then admits they have no use for it and would like to give it away.

What is the speaker's reaction to people saying they hated math?

The speaker is not personally offended, but sees it as a reflection of their profession and the math curriculum.

What movie metaphor does the speaker use to describe the math curriculum?

The speaker uses the metaphor 'The Big Foist' to describe the math curriculum, suggesting it would have unambitious and offensive taglines.

What does the speaker criticize about the current math education system?

The speaker criticizes the focus on teaching to the test and the lack of creativity and real-world application in math education.

What is the speaker's opinion on the use of number lines in math education?

The speaker questions the relevance of number lines, suggesting that they are not a practical concept and should not be a focus in math education.

Why does the speaker believe that mathematics is considered an art form?

The speaker believes mathematics is an art form because it requires creativity and cleverness, which are tested in ways different from other art forms.

What is the issue the speaker has with the proposed new logo for the math department?

The speaker is upset that the proposed new logo is a calculator, which he feels is a cliché and does not represent the creativity and depth of mathematics.

What alternative logo does the speaker suggest for the math department?

The speaker suggests using logical notation or the infinity cartouche as an alternative logo to represent the essence of mathematics.

How does the speaker view the role of mathematics in predicting the future?

The speaker views mathematics as a sixth sense that allows us to predict the future and experience things beyond our physical senses.

What solution does the speaker propose to improve math education?

The speaker proposes a complete overhaul of the math curriculum, suggesting that certain classes should not be taught as they are, and that more emphasis should be placed on understanding and creativity.

What apology does the speaker offer at the end of the talk?

The speaker apologizes for the negative experiences people have had with mathematics, acknowledging that it reflects poorly on the profession.