--- title: America’s Math Crisis description: We teach the wrong math, tested in the wrong way, writes Ted Dintersmith. canonical: https://time.com/article/2026/05/05/america-math-crisis/ author: Ted Dintersmith article:opinion: true article:content_tier: free article:published_time: 2026-05-05T17:44:34.226Z article:modified_time: 2026-05-05T17:44:37.581Z article:section: Ideas og:title: America’s Math Crisis og:description: We teach the wrong math, tested in the wrong way, writes Ted Dintersmith. og:url: https://time.com/article/2026/05/05/america-math-crisis/ og:site_name: TIME og:image: https://static.time.com/v3/assets/bltea6093859af6183b/blt5a11facc16c537ac/69fa2c1307a92988f1cc9140/math-education.jpg?branch=production&width=1200&quality=75&auto=webp&crop=16:9 og:image:width: 2120 og:image:height: 1193 og:image:alt: math-education.jpg og:type: article twitter:card: summary_large_image twitter:title: America’s Math Crisis twitter:description: We teach the wrong math, tested in the wrong way, writes Ted Dintersmith. twitter:image: https://static.time.com/v3/assets/bltea6093859af6183b/blt5a11facc16c537ac/69fa2c1307a92988f1cc9140/math-education.jpg?branch=production&width=1200&quality=75&auto=webp&crop=16:9 ---  IDEAS Time ideas # America’s Math Crisis > Sponsored content. 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May 5, 2026 5:44 PM UTC  Witthaya Prasongsin—Getty Images by [Ted Dintersmith](https://time.com/author/ted-dintersmith/) ## Ted Dintersmith Ted Dintersmith is the author of Aftermath: The Life-Changing Math That Schools Won’t Teach You. May 5, 2026 5:44 PM UTC Some leaders reduce our math crisis to two words: [test scores](https://time.com/6224013/math-scores-us-pandemic-naep/). For decades, hopes of progress were dashed by [flat](https://www.washingtonpost.com/education/2025/01/29/nations-report-card-naep-test-scores-fall/) to [declining](https://www.npr.org/2025/09/09/nx-s1-5526918/nations-report-card-scores-reading-math-science-education-cuts) [scores](https://www.nagb.gov/news-and-events/news-releases/2025/declines-in-8th-grade-science-and-12th-grade-math-and-reading.html). Full-bore panic about fading global competitiveness. Urgent calls for more drills, worksheets, and double-dose tutoring. Whatever it takes, get those test scores up. But here’s the real crisis. We teach the wrong math and test it the wrong way. We devote thousands of hours to the obsolete rote math that pervades our high-stakes exams—math that students will never use as adults—while totally ignoring the math that defines our lives. This is a failed agenda set by math-confused policymakers, with a math-confused populace going along. The very word “math” may jolt you back in time to high school. To algebra, geometry, trig, and—for the gifted—calculus. A blizzard of esoterica: factored polynomials, side-angle-side, irrational numbers, the chain rule. Worksheets honing our ability to execute few-step procedures quickly and accurately, by hand. A math curriculum laid out for the United States by the [Committee of Ten in 1893](https://www.educationnext.org/the-traditional-high-school/), when rote math was essential for many respected professions: architects, surveyors, civil engineers, munitions experts, astronomers. Then came the computer. From a few [mainframes in the 1960s](https://time.com/archive/6699888/computers-the-peanut-meets-the-mac/) to ubiquitous [supercomputer smartphones today](https://time.com/7319064/iphone-17-release-new-phone-capitalism/), we live in a world of data, data, everywhere. Math surrounds and defines us through algorithms, optimization, statistics, probability, and AI. These changes beg for a wholesale overhaul of the math we teach in school. But we’ve chosen poorly, placing ever-higher stakes on ever-less-relevant rote math. We’ve made rote-math scores the defining measure of education quality, a regimen that ranks, sorts, and punishes students. But it doesn’t have to be this way. Our schools could teach the math that matters, that shapes what we watch, read, and believe. Math underlies consequential financial and healthcare decisions that all Americans make. Math can help civil society flourish, or our ignorance about math could tear us apart. The right math can engage, empower, and elevate students. We could equip our populace with the math skills to navigate life-defining challenges. For instance, imagine you are sick and a medical exam comes back positive. Your doctor explains that this 90% accurate test means you’re 90% likely to have the disease. But the doctor has confused the probability you have the disease, given a positive test with the probability of a positive test, given you have the disease. They sound the same, but those likelihoods can differ by 25 to 50 times. Absent an informed perspective, you rush to a life-and-death decision based on a botched data inference. Or imagine you are a young adult who opens a FanDuel account, convinced you’ll beat the odds. You cover early losses with a credit card, unable to predict the devastating long-term consequences of compound interest. To dig out of the financial hole, you pay up for a fly-by-night online credential. Your bad financial situation turns for the worse. Beyond these microeconomic scenarios are the drastic ways math impacts our society. Each month, the U.S. unemployment rate dominates the news and shapes policy, with singular focus on the [U-3 statistic](https://www.bls.gov/news.release/empsit.t15.htm), or total unemployed, as a percent of the civilian labor force. The issue: few people understand this figure. Someone is officially “employed” if they worked just one paid hour in the last month, and officially “unemployed” only if they secured a job interview in the past month. Ignored are the adults who’ve given up looking. But good luck finding a story that explains U-3, or offers the revealing [TRU measure](https://www.cnet.com/personal-finance/low-unemployment-statistics-are-misleading-economic-hardship-is-much-worse/)—which includes unemployed workers, part-time workers who can’t find full-time employment, and those earning under $20,000 a year—now at [23.6%](https://www.lisep.org/tru). Without a basic grasp of how these metrics are defined and what they leave out, Americans can’t accurately interpret economic realities or hold policymakers accountable. Every 10 years, the U.S. spends [billions](https://www.gao.gov/products/gao-23-105819) tallying our population: [331,449,281 in the 2020 U.S. Census](https://www.census.gov/library/stories/2021/04/2020-census-data-release.html). The single-digit precision is pure fiction. The Census Bureau’s own analysis acknowledges that Black and Latino populations are [undercounted](https://www.census.gov/newsroom/press-releases/2022/2020-census-estimates-of-undercount-and-overcount.html) at several times the rate of white Americans. Those flawed numbers drive the allocation of congressional seats, electoral votes, and more than [$2.8 trillion](https://www.census.gov/newsroom/press-releases/2023/decennial-census-federal-funds-distribution.html) of annual federal funding. A math-literate citizenry would demand better. Many Americans also confuse correlation and causation. Take the studies assuring us that math scores are key to success later in life. Few understand how success is defined, or that the cited correlations are quite weak, or that both factors are influenced by the shared underlying cause of parental resources. When we mistake correlation for causation, we build education policy on a mirage. To our collective detriment, our education system is based on a mirage of data. We bury our K-12 kids in [112 standardized multiple-choice exams](https://www.pbs.org/newshour/politics/study-kids-take-100-plus-required-tests-12th-grade), for which rote-math is perfect fodder. The costs of those tests are minimized when we use exams expressly designed to be graded by a computer. And if a computer can grade a task, it can do that task. Quite literally, we define success in education with narrow skills that computers perform instantly and perfectly. Then, we cavalierly force these test scores to adhere to a [bell-curve distribution](https://time.com/archive/6726198/for-whom-the-bell-curves/), pitting kids in dog-eat-dog competition that drains mental health and chases away the joy and purpose of learning. We treat America’s children as data points, when we need to equip them with data analytic skills. And this testing is not preparing children for the lives they will lead as adults. Only [37% of U.S. adults](https://theconversation.com/real-equity-in-math-education-is-about-more-than-good-grades-and-test-scores-215518) have the math skills for routine financial or medical decisions. Some 93% of Americans report experiencing [math anxiety](https://pmc.ncbi.nlm.nih.gov/articles/PMC6087017/). And [fewer than half](https://knowledge.wharton.upenn.edu/article/how-to-teach-your-child-about-financial-literacy/) can tell you whether your money buys more, less, or the same after a year if your savings account earns 1% and inflation runs at 2%. None of this is inevitable. As the federal Department of Education is dismantled, states have the opportunity to get math right. Our schools should focus on data and financial literacy, statistical reasoning, and math’s powerful ideas. Let AI handle the rote mechanics as students master and apply the math ideas that matter, exposing math’s relevance, creativity, and joy. If we do this, we’ll produce young adults with the math competencies that help them, their communities, and our democracy thrive. [TIME Ideas](https://www.time.com/ideas) hosts the world's leading voices, providing commentary on events in news, society, and culture. We welcome outside contributions. 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