Mathematics’ Zombie Apocalypse: Dead Ideas Living in the Pandemic

Twentieth century ideas about math education are dead.

Twentieth century ideas about math education are also walking around — lead feet, intrusive, and lurching — and scaring the hell out of math educators who are trying to rebuild mathematics from the ashes of the achievement-oriented/performance-driven/individualism culture.

In previous articles, I had referenced Weekend at Bernie’s, but that analogy isn’t working anymore — things aren’t funny anymore. It’s more grisly now.

Worksheets. Assignment after assignment. Unearthly discussions of grading/mark distribution. Ghostly and ghastly emphasis on tracking/streaming, and funneling into fictitious career preparedness.

Let me give you Exhibit A: My son’s updated report card.

It’s Grade 9. His first year of high school. Online learning. Stresses of the pandemic. No socialization. But, you would think this assessment profile — horrid regardless — had to be pre-pandemic. Nope. Zero temperance of the world we live in. Zero deviation from the shit-show, horror-show of inert delivery and reporting of learning mathematics. There is still about a bucket more evaluation pieces coming. All those zeros are incomplete, and are being calculated. His 53 is a measure of compliance. That’s it.

He is exhausted from this transactional crap.

Luckily I told both my kids years ago, that the amount of fucks I give to grades is zero. As such, he is letting this mark of 53 not define anything about himself. It’s more of sad and stinging indictment and commentary of Pink Floyd’s dystopian and nightmarish vison of education — kept alive only by bureaucratic life support.

I wasn’t exaggerating about the mathematical zombies out there was I? When schools prioritize this kind of thing in the throes of the biggest health and existential crisis of our lifetime, then math education is no longer an asset to us. It is a scary liability.

When we put our energies into the cobbling of meaningless assessment profiles — punitively filled with zero’s/late marks, etc. — we are then spending less time in focusing on social-emotional learning and humanizing mathematics.

The beauty and soul of mathematics dies in this industrialized environment.

Before the pandemic, at worst, it was a blight on math education. During the pandemic its presence is disturbing and frightening.

And, I have zero interest in fighting the zombies. I don’t want to even exist in their world of distilling mathematics down to a sole purpose of sorting/measurement. I escaped this mutation years ago. The only thing that can defeat this institutionalized infection is time.

In the meantime, I am wandering in the wilderness, looking for greener pastures, kindred spirits, and general inspiration to create a more hopeful, healthy, and human world of mathematics.




Author, porous educator, audiophile.

Love podcasts or audiobooks? Learn on the go with our new app.

Recommended from Medium

Linear Regression — Everything you need to know

The Holy Trinity of Theories — Number, Game, and Graph — Are Not Visible in the K to 12 Math…

The Effects of Speculation

Range of linear operations, eigenvalues, and eigenvectors

On Partial Derivatives

CAP Theorem & How It’s Applied in Mongo DB

Near misses for disproving Fermat’s conjecture

Get the Medium app

A button that says 'Download on the App Store', and if clicked it will lead you to the iOS App store
A button that says 'Get it on, Google Play', and if clicked it will lead you to the Google Play store
Sunil Singh

Sunil Singh

Author, porous educator, audiophile.

More from Medium

A teacher’s rant: Why your child needs a math tutor. Especially if they’re good at math.

What I didn’t know about being a Math Major

Learning From The Mavericks: A Tribute To Ramanujan

Thoughts About What Number Is Real And What Number Is Not