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by Joshua A. Taton, Ph.D. | August 21, 2023 | 2 min read

I don't want to start a feud with eminent astrophysicist Dr. Neil Degrasse Tyson, as Raj did on an episode of The Big Bang Theory, but I do have a bone to pick with him.

In an interview that has become popular on social media, Dr. Tyson explored the common belief that learning the Pythagorean Theorem, trigonometric identities, and such, is generally not that useful.

He says questioning the importance or utility of math "misses the point."

That's because, in his view, "how to do the math establishes a new kind of brain wiring, in your brain, a kind of problem-solving brain wiring." He continues by arguing the importance of mathematics is "not about what you learn," but the strategies you learn to deploy, given that—again in Dr. Tyson's view—it's likely you won't see any of the specific problems you explore for the "rest of your life."

In my opinion, Dr. Tyson isn't wrong. Doing mathematics is like giving your brain a workout. In early childhood, mathematics can even promote the pattern-recognition necessary for reading.

That said, his message is incomplete.

Granted, I may not know—nor may I be representing adequately—the full context of this commentary. I haven't seen the full interview, and I haven't read any of Dr. Tyson's other thoughts on the topic.

But this particular selection from an interview he gave is immensely popular on Instagram and Facebook Reels. It is likely, then, to have an impact. And the interview isn't fully sufficient, because it masks the foundational importance of mathematics learned in school.

In other words, Dr. Tyson's interview is missing an important fact: yes, indeed, the mathematics you learn in school can also be quite useful. After all, most mathematical ideas were developed precisely to help solve real-world, applied problems.

The more mathematics you know, in fact, the more you find it can be applied to your life. A simple example is the skill of linear programming or solving other optimization problems.

Most people's personal finances could be improved with not only basic numeracy and estimation skill, but also an understanding of probability...and certainly calculus.

More mathematics, and specifically more statistics, could help voters better understand the talking points of politicians. Or identify media bias.

When I was moving into a small rowhome with a very steep set of stairs, trust me, I wish I knew enough trigonometry to discern quickly whether a queen-sized mattress could be carried to the upper floors.

This is why, when the Common Core State Standards (CCSSs) were developed—using the best available cognitive science research and mathematics education research of the time—they embodied a fundamental shift in discussing content expectations. The CCSSs expect elevated rigor in mathematics instruction, and to achieve rigor, instruction must strike a healthy balance among: conceptual understanding, procedural skill, and the ability to apply knowledge.

Dr. Tyson, I'm not trying to start a feud, although a comedic sparring with you would certainly be a bucket-list goal achieved.

Application isn't an after-thought. It's not solely a pass-through on the way to higher-order thinking skill. It's important unto itself. 

Because you could use this, someday.

And, as usual, I welcome your thoughts.