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  3. While human achievements in mathematics continue to reach new levels of complexity, many of us who aren’ t mathematicians at hea

While human achievements in mathematics continue to reach new levels of complexity, many of us who aren’ t mathematicians at hea

admin2021-01-08  71
问题     While human achievements in mathematics continue to reach new levels of complexity, many of us who aren’ t mathematicians at heart (or engineers by trade) may struggle to remember the last time we used calculus (微积分).
    It’ s a fact not lost on American educators, who amid rising math failure rates are debating how math can better meet the real-life needs of students. Should we change the way math is taught in schools, or eliminate some courses entirely?
    Andrew Hacker, Queens College political science professor, thinks that advanced algebra and other higher-level math should be cut from curricula in favor of courses with more routine usefulness, like statistics.
    " We hear on all sides that we’ re not teaching enough mathematics, and the Chinese are running rings around us," Hacker says. "I’m suggesting we’ re teaching too much mathematics to too many people... not everybody has to know calculus. If you’re going to become an aeronautical (航空的) engineer, fine. But most of us aren’ t. "
    Instead, Hacker is pushing for more courses like the one he teaches at Queens College: Numeracy 101. There, his students of "citizen statistics" learn to analyze public information like the federal budget and corporate reports. Such courses, Hacker argues, are a remedy for the numerical illiteracy of adults who have completed high-level math like algebra but are unable to calculate the price of, say, a carpet by area.
    Hacker’ s argument has met with opposition from other math educators who say what’ s needed is to help students develop a better relationship with math earlier, rather than teaching them less math altogether.
    Maria Droujkova is a founder of Natural Math, and has taught basic calculus concepts to 5-year-olds. For Droujkova, high-level math is important, and what it could use in American classrooms is an injection of childlike wonder.
    " Make mathematics more available," Droujkova says. " Redesign it so it’ s more accessible to more kinds of people: young children, adults who worry about it, adults who may have had bad experiences. "
    Pamela Harris, a lecturer at the University of Texas at Austin, has a similar perspective. Harris says that American education is suffering from an epidemic of "fake math"—an emphasis on rote memorization (死记硬背) of formulas and steps, rather than an understanding of how math can influence the ways we see the world.
    Andrew Hacker, for the record, remains skeptical.
    "I’m going to leave it to those who are in mathematics to work out the ways to make their subject interesting and exciting so students want to take it," Hacker says. " All that I ask is that alternatives be offered instead of putting all of us on the road to calculus. "
What is the general complaint about America’ s math education according to Hacker?
选项 A、America is not doing as well as China.
B、Math professors are not doing a good job.
C、It doesn’ t help students develop their literacy.
D、There has hardly been any innovation for years.
答案A
解析 细节题。原文第四段第一句哈克指出，美国大众总是说自己国家教的数学程度不够高，而中国在数学方面遥遥领先于美国。由此可知，美国公众认为美国在数学教育上没有中国做得好，故答案为A。原文中哈克指出，美国大众总是说自己国家教的数学程度不够高，但这并不是说数学教授工作做得不好，B项与原文内容不符，故排除。C、D两项原文均未提及，故排除。
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