> Because it's the only class where you do REAL problem solving and you don't just learn things by heart or discover things. It's the only class that isn't bel

> Because it's the only class where you do REAL problem solving and you don't just learn things by heart or discover things. It's the only class that isn't below the threshold of pedagogical competence, you mean. The response isn't "well, then everyone should learn math, and memorize these multiplication tables!"; the response is fix the other subjects. > Also because it solicits your brain a lot. Which is always good. If a subject doesn't solicit your brain, should it be taught at all? > And finally because you use math every day. Really? I don't. If you're using math every day, it's almost certainly not math. It's a dessicated corpse slashed to pieces for easy consumption by children. Why? Because reasons. You've given the example of splitting the bill, for instance, but people use this example too much: stop trying to save on quantities smaller than a dollar and just tip more. Indeed, it's an instance where it'd be useful to teach "mental math" by telling kids to memorize this Wikipedia page: http://en.wikipedia.org/wiki/Mental_calculation http://en.wikipedia.org/wiki/Mental_calculation Which is precisely the kind of memorization and thoughtless spoon-feeding you decried.