Arthur Benjamin has been on TED in the past (see Mathemagics) and has done a really phenomenal job.

Here’s his latest 3-minute appearance, called “A Formula for Changing Math Education.”

The problem is that the very short talk does not present a “formula” for changing education, just Benjamin’s idea that the pinnacle at the top of the math pyramid should be statistics instead of calculus. There is nothing in the the short talk that suggests any kind of coherent plan for how it could be done, or even a suggestion that he has a plan. That’s what I would want to know about. Of course, it’s only a 3-minute talk and it’s certainly possible that he had nothing to do with the name of the talk.

I did agree with these two statements, but want to add my own two cents:

1. “very few people actually use calculus in a conscious meaningful way in their day to day lives” … but I’m not sure we **teach** people how to use calculus in a “conscious meaningful way” nor are many of us required to use calculus for the simple reason that our superiors don’t understand it at all. Calculus **could** be used in a “conscious meaningful way” but our society chooses not to engage. As a matter of fact, very few people actually use **statistics** in a conscious meaningful way in their day to day lives. Enough said.

2. “it’s time for our mathematics to change from analog to digital” … here I agree, kind of. It’s time for our mathematics to include both analog and digital, and it’s definitely time for our mathematics teaching to change from analog to digital. What happens in most math classrooms is based on a factory-model of education that developed before computers even existed. Even though the world has changed, the instruction (for the most part) has not.

I found it more interesting to read through the comments that followed the short TED talk. There is an interesting conversation taking place there. One wise commenter pointed out that it’s possible that there should not be just **one** pinnacle on the math pyramid. Both Calculus and Statistics could be considered penultimate goals of a mathematics education. I think that’s dead-on.

If there’s anything I’ve learned during the process of writing my dissertation, it’s that the system of collegiate mathematics education is extremely complex. There will be no “easy” fix to the system, even if someone is able to convince a majority of the stakeholders that their change is the correct one.

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