> For instance, our standard arithmetic algorithms are somewhat bizarre - they are the end result of a human process of codifying arithmetical thinking, designe

> For instance, our standard arithmetic algorithms are somewhat bizarre - they are the end result of a human process of codifying arithmetical thinking, designed with the extra goal of using as little of precious 17th-century ink as possible I've long thought that this is partly why Mathematics are, paradoxically, at once terrifying and tedious for students. To learn a second language, you must immerse in it, using it as much as you can. Math has been attached to a language that is not used in daily life (except in a few situations, mostly very basic usage) and where the parallels to real usage feel contrived. If they weren't contrived, the question "what's the point of learning this" would get much clearer answers. When I was a student, I found it curious how I had trouble expressing certain concepts in that language, but when working with the same concepts in a programming language, things were much clearer. I can't offer a solution, but I think learning programming at a young age can help, though I'm personally against requiring it in classrooms, increasing the pressure on kids who are already exhausted with the rest of the curriculum.