Segregated cultures?

Dispelling Misconceptions and the Overlooked Unity of Math, Art, and Education

The concept that mathematics and art are two separate cultures is a handicap to society. This segregation leads many to believe, at a young age, that they are ‘bad’ with numbers, or develop an aversion to school in general. 

The American educational system unfairly rewards ‘STEM’ at the expense of arts and humanities, despite their interconnectedness and mutual dependence. 

Unlike what most people believe, math is one of the most creative subjects. The creative nature of mathematics lies in its ability to uncover patterns, connections, and relationships. Drawing on my experiences as an educator, I have come to realize that the majority of math curriculums are rigid and fail to engage students. Most math teachers know less than calculus level of mathematics, if that. It is cyclical: such teachers are unaware of the underlying theories behind the concepts and formulas and thus lack the capability of embracing the creativity of the subject. As a result, traditional teaching methods often prioritize rote memorization and formulaic problem-solving techniques. I am convinced that, by changing the way we educate and select teachers in the United States, we can offer a more enriching education in public schools by encouraging students to think critically, abstractly, and curiously, rather than following a predetermined path.

Mathematical knowledge is something you apprehend, not something you are taught. It reaches far beyond numbers. It is a language. It describes an indefinite number of things in the world such as architecture, gerrymandering, sports, symmetry in nature. There are many ways to think about traditional problems, and there are many ways to answer them. Math simply describes a way of representing parts of our universe. 

Math delivers elegant compactness in describing problems. It can improve students’ views of the subject when they recognize its inherent artistry.