Week 25
Date: 21 Jun 2021
Motion: THW award the highest university entrance pts for the long curriculum in math with all majors
Role: Deputy Leader (opp.)
° (closest but not precise equivalent is A-levels in the UK or SAT in the US)
For some time ago, the domestic university entrance-exam policies were overhauled so that whoever got the highest grade in the long curriculum of (difficult) mathematics in senior high school final exams° would usually get the most points at universities’ entrance exams as base points before the actual exam. In other words, someone with good skills in calculus and beyond, but mediocre or poor skills in, say, self-expression in one’s mother tongue could possible prevail in entering a university as a student – over some other aspirant.
This is yet another misstep the admissions boards take. After the year 2000, there seems to have been a seesaw between placing an unreasonably solid stress on either the performance at the entrance examination as well as the books to be read for it or the aspirants’ previous academic excellence and record. Conversely, civic activity, extracurriculars, hobbies or people’s recommendation letters have never meant anything to admissions boards. Even though they do in some countries. For a reason.
Even this latest development is misguided. Maths is not the “gold standard” or “skeleton key” or whatever it’s projected to be, in terms of academic performance. I am the first to admit that it plays a big part in admitting people into empirical sciences, for they cannot do without mathematic presentations and tools. But even there, ENGINEERING is the main area where mathematics is needed. People often cite medicine as well, but even in medicine, a bedside manner, caring instinct, dexterity and skills in reading people (between their li/n/es) are more important than the ability to calculate some medical-physical properties or quantities.
Oversupply of Long Math
First of all, the partiality to mathematics is a bit of an elliptical result. The way I remember it is that the curriculum of long math was 11 courses long during senior high school. What this meant in practise was that there was math education every year, year round, for those who so chose, as the last year would have been truncated, cut short by February’s preparations for the grand finale. No other subject had as extensive a coverage. Long curriculum in English, for instance, had 8 courses, whereas short math was 6 courses long. For all that, when there is an oversupply of long math, there maybe overenrolling in long math and finally there is overappreciation of long math. In an “equal-opportunity” high school, a student should be able to choose 6–11 courses in any school subject. Then we could be seeing the “real popularity” of the long math curriculum.
Mathematics Becomes a Self-Fulfilling Agility Course
It is often argued in favour of mathematics that without it it becomes impossible to advance to one’s higher education. Understanding statistics is sometimes mentioned, in the context of social sciences. The ability to calculate is mentioned in terms of economics. Then, there are subjects that seem to provide no such justification, such as law studies, whose only connection to numbers is the paragraph and clause structure. Again, it’s elliptical. A work or workplace may not require any kind of long mathematics, but the long road to it can be configured so that it does, and so – as if by magic – long math becomes “necessary” to advance into a certain profession. It can only be done by the artificial separation of theory from practise, in preparation for the profession.
A Moral Alternative
In my mind, the moral alternative would be to award high points for long math only among majors that deal with mathematics DIRECTLY. These include the aforementioned several branches of engineering as well as medicine and several science majors at universities, such as astronomy, biochemistry, physics and so on. With other majors, it would be fairer to award the highest points for the best grade in the school subject that is closest in substance to the sought major. In other words, an L or a 10 in Swedish would give the highest base points for Scandinavian philology, an L or 10 in health education would give the highest base points for any type of nurse’s studies and an L or 10 in geography would give the highest base points for any major with the word “International” in its title.
Senior high school is not Senior Math School. A mindset that understands the foundation of natural sciences can only carry one so far. A lot of human activity revolves around other kinds of knowledge. Professions and vocations require all kinds of abilities that the general population cultivate. Basic arithmetic skills, as opposed to long math – like “I buy it for one dollar and sell it for two and pay –25 % in taxes” – can make one a legal millionaire many times over, if the conjectures are somehow favourable. Therefore, long mathematics is no indispensable requirement for success in society, and thus it shouldn’t be made a touchstone against which aspiration is scratched.
Perustelu(t)/puolustelu(t): Sijoitun parhaimmillani 2. puhujaksi, sillä haluaisin, että minua edeltävä (parini) puhuisi siitä, mikä on ilmeistä ja pinnalla: että lukiolaiset ovat alkaneet lukemaan hampaat irvessä pitkää matematiikkaa laiminlyöden lukioiden muuta antia, varsinkin kieliä. Puhumalla yleisluontoisesti hieman samoista asioista, kuin joista avaajan pitäisi puhua, jätän korokkeen vielä avoimeksi edustajalle, jonka olisi hyvä mahdollisuus ja syytä puhua esim. siitä, miten reduktionismi olisi päivän sana (“kaikki pelkistetään pelkistämisen vuoksi”) ja miten myös aloitteen asia olisi yksi sen ilmentymistä.