Education bureaucrats are trying to gently and safely tweak a broken system so that fewer students fail math.

Meanwhile, a colorful revolution is taking shape outside the walls of a crumbling institution. A populist movement in creative math is empowering an unlikely crowd.

**Authors of Wikipedia math pages** aren’t contributing to this populist movement. They are intent on impressing each other; competing to see who can reduce a mathematical concept to its most accurate, most precise (**and least comprehensible**) definition.

A debate rages on a “**new way**” to do subtraction. Oh does it rage. But step back from that debate and consider that these tricks, algorithms, processes, hacks, become less relevant as new tools take their place. When **calculators entered into the classroom**, something started to change. That change is still underway.

Do students no longer need to learn to do math by hand? No. But calculators (and computers) have changed the landscape.

Rogue amateur mathematicians, computer artists, DIY makers, and generative music composers are creating **beautiful works of mathematical expression** at a high rate – and sharing them at an even higher rate. This is a characteristic trait of the “**new power**“.

*Technology*

(1) Computers are better at number-crunching than we are. If used appropriately, they can allow us to apply our wonderfully-creative human minds to significant pattern-finding and problems that we are well-suited to solve.

(2) Computer animation, generative music, data visualization, and other digitally-enhanced tools of creativity and analysis are becoming more accessible and powerful – they are helping people create mathematically-oriented experiences that not only delight the senses, but express deep mathematical concepts. And they also help us do work.

(3) The internet is enabling a new generation of talented people (amateurs and professionals) to exchange mathematical ideas, discoveries, and explanations at a rate that could never be achieved via the ponderous machinations of university funding, publishing, and teaching. There will never be another Euler. Mathematical ideas now spread through thousands of minds and percolate within hours. It is becoming increasingly difficult to trace the origins of an idea. Is this good or bad? I don’t know. It’s the new reality.

**Five things You Need to Know About the Future of Math**

According to **Jordan Shapiro**:

1. Math education is stuck in the 19th Century.

2. Yesterday’s math class won’t prepare you for tomorrow’s jobs.

3. Numbers and variables are NOT the foundation of math.

4. We can cross the Symbol Barrier.

5. We need to know math’s limitations.

We can (and will – and should) debate how math should be taught. Whether the “symbol barrier” is a actually a barrier, and whether memorizing the multiplication tables is necessary, no one can ignore the seismic changes that are rumbling underfoot.

Personally I always found math too “Theoretical”. There were never really any real, day to day examples of how to use the math we were learning. Love the example of the basketball trajectory!! Perhaps it is something one will never use but now we are given an application to which we can relate.

Believe it or not there was only ***one*** lesson on how to balance a bank account in 17 years in the educational system. Lucky I was listening!!

You might also be interested in the writings and Youtube videos of Vi Hart (vihart.com) and (https://www.youtube.com/user/Vihart).

Jordan Shapiro: “It is dangerous to believe that one particular way of seeing the universe can offer all the answers.”

If I choose NOT to participate in the “new power” and settle for doing math the old “Cartesian” way, and without a calculator, and continue to code using plain-old Javascript instead of JQuery, and with a text editor, of all things, does that already mark me as a “dangerous” person?

As long as we catch up with the rest of the world, we don’t care if they send in the flying monkeys. The system had to change….we just don’t see any benefits yet.