Discuss why it might be valuable for a nonmathematician none

Discuss why it might be valuable for a non-mathematician, non-engineer to have an appreciation and/or a working understanding of higher level mathematics, even if the computations will not be part of their daily routine. Min of 100-150 words

Solution

Mathematics as they are known today may be considered,

if not as a whole, as a system. The training of the highest

level of generalist mathematicians may a priori be defined

as leading to knowledge of this system.

Dividing the system of mathematics into parts going

from the simplest element to the most complicated may

represent, as a first approximation only, but quite logically

,

a curriculum of study for the training of mathematicians.

That is what we shall call, to serve as a reference for our

later discussions, the teaching of mathematics for mathe

-

matics sake. Its organisation in the form of a continuous

upward progression implies that each level reached will be

a prerequisite for the level immediately following.

Such a curriculum does not exist in the pure state but it

appears to be the foundation, the skeleton of most pro

-

grams of general mathematical training in many countries,

being a reflection of the European rationalist cultural tradi

-

tion.

Adaptations of this consist essentially in heavier or ligh

-

ter pruning, stretching to varying degrees the progression,

or illustrating it to some extent by an appeal to real

-

life

experience (either in order to introduce a notion or to

demonstrate some application of it).

The first question raised then is whether such teaching

is a suitable basis for mathematics for all.

On the level of objectives, the reply is obviously negati

-

ve: The training of mathematicians can interest only a

minute portion of students.

(ii) Selection by Means of Mathematics

In France, statistics show that of any 1,000 students ente

-

ring secondary education, fewer than 100 will obtain seven

years later a scientific baccalaureat (including section D)

and a maximum of five will complete tertiary studies in

mathematics or related disciplines (computer science in

particular).