I completely agree that we need to make data more accessible, and we need to teach how to analyze numbers. I would add two points:
1) Accessible databases on historical data would make it much easier to study history methodically. The number of databases has rapidly increased but there are many gaps. Plus the databases are typically only available to academics
2) Such databases could really help use to identify policies and practices of the past that might be applied today in modified form. This would help us to accelerate progress.
3) Teaching quantitative reasoning and statistical analysis is much more useful than many types of mathematics that are currently required in school, such as Algebra, Geometry, Trigonometry and Calculus. We still need to teach basic Arithmetic (adding, subtracting, multiplication and division), but higher forms of Mathematics seem far less relevant to adult life.
Higher Math is the number one cause of student failure, so why require it unless you are a university major in Science?
These are good points! I agree that it's so much easier to ask (and develop) questions about history when you're able to consult good databases. Without them, you need to ask the question and then create your own database to answer it.
As for teaching, I think I broadly agree with you. Like you mentioned, these other mathematics topics are useful if you're going into a STEM career. Otherwise, having a good handle of statistics, data analysis, and quantitative reasoning will definitely be more applicable to students. The one counterargument I can think of is that students may not have a good sense of if they want to major in science later on, so not taking these courses limits their options.
Personally, I think you can make a case that this idea of "data literacy" is so important that it's worth including in school even if it doesn't replace these other mathematics topics. (One of my dream classes would be something called, "Staying Afloat in a Sea of Data"!)
One counter-argument to your claim "students may not have a good sense of if they want to major in science later on, so not taking these courses limits their options"
1) Most domains of science rarely involve Algebra, Geometry, Trigonometry, or Calculus. Physics for sure, but not many other sciences.
2) Not taking those classes only limits options because universities often require those classes for incoming freshmen (which I think they should stop).
I completely agree that we need to make data more accessible, and we need to teach how to analyze numbers. I would add two points:
1) Accessible databases on historical data would make it much easier to study history methodically. The number of databases has rapidly increased but there are many gaps. Plus the databases are typically only available to academics
2) Such databases could really help use to identify policies and practices of the past that might be applied today in modified form. This would help us to accelerate progress.
3) Teaching quantitative reasoning and statistical analysis is much more useful than many types of mathematics that are currently required in school, such as Algebra, Geometry, Trigonometry and Calculus. We still need to teach basic Arithmetic (adding, subtracting, multiplication and division), but higher forms of Mathematics seem far less relevant to adult life.
Higher Math is the number one cause of student failure, so why require it unless you are a university major in Science?
These are good points! I agree that it's so much easier to ask (and develop) questions about history when you're able to consult good databases. Without them, you need to ask the question and then create your own database to answer it.
As for teaching, I think I broadly agree with you. Like you mentioned, these other mathematics topics are useful if you're going into a STEM career. Otherwise, having a good handle of statistics, data analysis, and quantitative reasoning will definitely be more applicable to students. The one counterargument I can think of is that students may not have a good sense of if they want to major in science later on, so not taking these courses limits their options.
Personally, I think you can make a case that this idea of "data literacy" is so important that it's worth including in school even if it doesn't replace these other mathematics topics. (One of my dream classes would be something called, "Staying Afloat in a Sea of Data"!)
I agree.
One counter-argument to your claim "students may not have a good sense of if they want to major in science later on, so not taking these courses limits their options"
1) Most domains of science rarely involve Algebra, Geometry, Trigonometry, or Calculus. Physics for sure, but not many other sciences.
2) Not taking those classes only limits options because universities often require those classes for incoming freshmen (which I think they should stop).
This book changed my mind on this issue:
https://www.amazon.com/Math-Myth-Other-STEM-Delusions/dp/1620970686
His key point is that required math is the biggest reason for high high school and college drop-out rates.