<div>Andrew Hacker’s 2012 <i>New York Times</i> op-ed questioning the requiring of advanced math in our schools instantly became one of the paper's most widely circulated articles. Quite simply, he asked why we inflict a full menu of mathematicsalgebra, geometry, trigonometry, even calculuson all young Americans, regardless of their interests or aptitude.<br><br><i>The Math Myth</i> expands Hacker’s scrutiny of some widely held assumptions: that mathematics broadens our minds; that mastery of arcane conceptscosine, logarithms, the area of a spherewill be needed for most jobs; that the Common Core’s single format should be required of every student. He worries that a frenzied emphasis on STEM (science, technology, engineering, and mathematics) is diverting resources from other pursuits and subverting the spirit of the country.<br><br>In fact, Hacker honors mathematics as a calling (he is also a professor of mathematics) and extols its glories and its goals. Yet he shows how mastery of higher math has prevented talents in other fields from being discovered and developed and acted as a barrier to graduation and successful careers in other areas.<br><br><i>The Math Myth</i> proposes alternatives including better teaching of the basic numeracy required for participation in civil society, with particular attention to quantitative reasoning, including the use and understanding of statistics. Drawing on his own teaching, Hacker shows how this can be as rigorous as algebra, but without the technical trappings, and offers myriad examples of how math can be taught in a meaningful, relevant way.<i>The Math Myth</i> is sure to spark a heated and much-needed national conversation not just about math but about education and success.<br></div>