This is one of my current problems in curriculum design. I agree fully with Lockhart, and I strongly feel that requiring math is a mistake. But at the same time, you do need significant math skills in order to appreciate science with any meaningful depth, and I feel that science is a requirement.
The proper next step, it seems to me, is to figure out what bits of science we really want to teach and then figure out how to explain math through that.
> How can you teach someone to balance a checkbook?
Outside of America, no one uses checkbooks anymore. There's no reason to use exact change for tipping, either: just estimate a percentage and then round up. Or splitting the bill: the servers virtually always have a calculator at their disposal.
The proper next step, it seems to me, is to figure out what bits of science we really want to teach and then figure out how to explain math through that.
> How can you teach someone to balance a checkbook?
Outside of America, no one uses checkbooks anymore. There's no reason to use exact change for tipping, either: just estimate a percentage and then round up. Or splitting the bill: the servers virtually always have a calculator at their disposal.