Mathematical Literacy Quotes

Misunderstanding of probability may be the greatest of all general impediments to scientific literacy.

At first all was well. In fact, all was terrific. The Takers were pedaling away and the wings of their craft were flapping beautifully. They felt wonderful, exhilarated. They were experiencing the freedom of the air: freedom from restraints that bind and limit the rest of the biological community. And with that freedom came marvels—all the things you mentioned the other day: urbanization, technology, literacy, mathematics, science. “Their flight could never end, it could only go on becoming more and more exciting. They couldn’t know, couldn’t even have guessed that, like our hapless airman, they were in the air but not in flight. They were in free fall, because their craft was simply not in compliance with the law that makes flight possible. But their disillusionment is far away in the future, and so they’re pedaling away and having a wonderful time. Like our airman, they see strange sights in the course of their fall. They see the remains of craft very like their own—not destroyed, merely abandoned—by the Maya, by the Hohokam, by the Anasazi, by the peoples of the Hopewell cult, to mention only a few of those found here in the New World. ‘Why,’ they wonder, ‘are these craft on the ground instead of in the air? Why would any people prefer to be earthbound when they could have the freedom of the air, as we do?’ It’s beyond comprehension, an unfathomable mystery.

The West has been grinding Islam under its heel for a long time,” he said. “A civilization and a culture beaten into exhaustion, now past its prime and longing for a return to some nostalgic past looking nothing like the real one. Science, literacy, architecture, art, mathematics, tolerance—Islam once led the world in these things. That’s the real past. Not this paranoid, benighted plunge into dogma and ignorance and violence. All those fingers pointing back a thousand years—the Laughing Imam gave them all a nudge, from ignorance into enlightenment. Suddenly, the future wasn’t the false past. Wasn’t an endless succession of cultural, political, and economic defeat at the hands of the Infidel. No, now the future is going to be the rebirth of Islam’s Grand Age. Islam’s civilized glory. Faith not as a weapon, but as an anchor in the storm to come, in the storm now upon us.

THE TRUTH ABOUT PUBLIC SCHOOL EDUCATION • American fifteen-year-olds rank thirty-fifth out of fifty-seven developed countries in math and literacy. • 30 percent of public school students don’t graduate from high school. • Every day, 7,000 kids drop out of high school. • Of the 50 million children currently in public school, 15 million of them will drop out. • 25 percent of all public school math teachers did not major in mathematics or a math-related subject at a college or university. • Less than two-thirds of high school graduates are accepted to college every year. • One half...

What this committee needs, what this media center needs, is a good dose of Jeeves." "I'm sorry," said Mr. Peabody, a mathematics lecturer who sat hunched at the far end of the table taking the minutes. "How do you spell that?" "Is it possible," said Arthur, raising both his shoulders and his voice, "that we are working in a university where lecturers are not aware of the identity of one Reginald Jeeves, the gentleman's personal gentleman and the personal gentleman's gentleman? What has happened to cultural literacy, my fellow members of the Advisory Committee for the Media Center? This sort of ignorance is exactly what needs addressing. What I mean, Mr. Peabody, when I say that we need a dose of Jeeves, is that we need quiet and reasoned wisdom that leads to prompt and directed action.

From the first years of life, children have an ability to learn math and develop their interest in math. What they know when they enter kindergarten and first grade predicts their mathematics achievement for years to come—even throughout their school career. Moreover, what they know in math predicts their reading achievement later. Their early knowledge of literacy also predicts their later reading ability … but that’s all. Because math predicts later math and later reading, mathematics appears to be a core component of cognition (Duncan et al., 2007; Duncan & Magnuson, 2011).

A classroom library containing both fiction and non-fiction books should be located centrally, and include newspapers, magazines, telephone books, restaurant menus, etc. Teachers should also integrate literacy across the curriculum by reading and assigning texts that support their learning units in subjects such as mathematics, sciences, and social studies.

Despite the empire’s problems, however, its former emperor had succeeded in making Byzantium a shining beacon of civilization. The architectural triumph of the Hagia Sophia had only been possible by sophisticated advances in mathematics, and it soon spawned a flourishing school dedicated to improving the field. In Byzantium, primary education was available for both genders, and thanks to the stability of Justinian’s rule, virtually every level of society was literate. Universities throughout the empire continued the Aristotelian and Platonic traditions that were by now over a millennium old, and the works of the great scientists of antiquity were compiled in both public and private libraries. The old western provinces under barbarian rule, by contrast, were quickly sinking into the brutish chaos of the Dark Ages, with recollections of advanced urban life a fading memory. Literacy declined precipitously as the struggle to scratch out an existence made education an unaffordable luxury, and it would have disappeared completely without the church. There, writing was still valued, and remote monasteries managed to keep learning dimly alive. But throughout the West, trade slowed to a crawl, cities shrank, and the grand public buildings fell into disrepair.

Of the components of IQ tests, Ashkenazim do well on verbal and mathematical questions but score lower than average on visuospatial questions. In most people, these two kinds of ability are highly correlated. This suggests that some specific force has been at work in shaping the nature of Ashkenazi intelligence, as if the population were being adapted not to hunting, which requires excellent visuospatial skills, but to more urban occupations served by the ability to manipulate words and numerals. So it’s striking to find that Ashkenazim, almost from the moment their appearance in Europe was first recorded, around 900 AD, were heavily engaged in moneylending. This was the principal occupation of Jews in England, France and Germany. The trade required a variety of high level skills, including the ability to read and write contracts and to do arithmetic. Literacy was a rare ability in medieval Europe. As late as 1500, only 10% of the population of most European countries was literate, whereas almost all Jews were.7 As for arithmetic, it may be simple enough with the Arabic numerals in use today. But Arabic numerals did not become widespread in Europe until the mid-16th century. Before that, people used Roman numerals, a notation system that has no zero. Calculating interest rates and currency swaps without the use of zero is not a straightforward computation.

Literacy, usually in Arabic, was spread through the teaching of the Qur’an. Thus the mosques became centres of learning. In this way, the peoples of northern and western Africa were exposed to and contributed to the intellectual achievements of the Muslim world. These achievements were considerable, especially in the fields of mathematics and science; it was people from this vast Muslim-Arab world who developed our modern numeral system based on counting from 1 to 10. They invented algebra, the use of the decimal point and the number zero – a mathematical concept missed by the Ancient Greeks. They developed physics and astronomy. They studied chemistry and were the first people to separate medicine from religion and develop it as a secular science. As we shall see later in this chapter, the peoples of the western Sudan became part of this Muslim intellectual tradition.

audit is possible, yes—but it requires the inspector general’s office and the auditors and the audit report-readers and everyone else in the institutional context to have a level of mathematical and computational literacy in order to understand and communicate about the results. When you ask for medical test results, you get a report, and lawyers and activists understand that.

I agree with John Holt that the true test of intelligence is not what you know or can regurgitate from memory on an exam. It’s not what you know how to do, but “what you do when you don’t know what to do.” Harold Gardner has convincingly shown that we have eight or nine different kinds of intelligence. Unfortunately we only measure literacy and mathematical intelligence for our IQ.

many reasons to learn how to program: To understand our world. To study and understand processes. To be able to ask questions about the influences on their lives. To use an important new form of literacy. To have a new way to learn art, music, science, and mathematics. As a job skill. To use computers better. As a medium in which to learn problem-solving.

Core subjects include English, reading, and language arts; world languages; arts; mathematics; economics; science; geography; history; and government and civics. Learning and innovation skills are those possessed by students who are prepared for the 21st century and include creativity and innovation, critical thinking and problem solving, and communication and collaboration. Information, media, and technology skills are needed to manage the abundance of information and also contribute to the building of it. These include information literacy; media literacy; and information, communications, and technology (ICT) literacy. Life and career skills are those abilities necessary to navigate complex life and work environments. These include flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility.

The aim is not to have mem-hers of the general public attuned to science to the point where they can make expert scientific judgments, but rather to equip them to understand who the experts are, why they really are experts (as opposed to mere posturers), and how to seek them out when expertise is necessary. This is a big step down from more grandiose notions of scientific literacy still propounded elsewhere-for instance, the insistence of the NSF's "Guiding Principle" that "all children can and all children must learn rigorous science, mathematics, and technology.