| Do a random survey among grade schoolers with | | | | pre-school and elementary years, the simple |
| the question "Do you like math?" or "Is math | | | | skills of addition and subtraction trained us |
| fun?" and the probability of you getting more | | | | to gradually gain independence from our |
| nos than yeses is high. For a reason or two | | | | parents. It trained our minds to handle the |
| (most times, more than two), a lot of people | | | | simplest problems we encountered from our |
| (kids and adults alike) dislike mathematics. | | | | day-to-day interaction in the society. It |
| If we are to conduct another survey on things | | | | equipped us with the necessary mental kit for |
| people wish they can avoid, skipping math | | | | a smooth integration and subsequent |
| courses in school will surely give the | | | | adaptation to social activities that mostly, |
| matters of dying young and ending up broke | | | | if not all, involved computing and |
| tough runs for the top spot. I'm sure most of | | | | quantifying, like buying a candy or a |
| you can identify as much as I do. | | | | chocolate. At the latter stage of our lives, |
| | | | mathematical skills gain more importance. As |
| Unrealized by many, mathematical skills are | | | | we grow old, we face more difficult problems |
| necessary to fully hone the potentials of our | | | | that are both personal and social in context. |
| minds. On the most basic level of analysis, | | | | As such, the need to make sound judgments is |
| mathematics sharpen our *critical thinking | | | | more amplified. We cannot all the time be |
| skills. Concepts like postulates, axioms, and | | | | emotion-based in making decisions. Actually, |
| integrals are designed to challenge the | | | | most situations we face in our adulthood |
| functional structures of our minds to solve | | | | years require logical and objective ways of |
| analytical problems, from the simplest to the | | | | dealing. Where else can we get that competent |
| most complex ones. Mind draining as it is, | | | | training for logical thinking and critical |
| mathematical concepts and theories test our | | | | analysis but through the math courses we have |
| mental abilities in terms of logic and sound | | | | undergone through the years. |
| judgment. Being subjected to excruciating | | | | |
| math problems helps us realize the | | | | But we have to make something very clear |
| immeasurable horizon of our powerful mind. | | | | here. We need not be like the great masters, |
| The rationale of the complexities involved in | | | | Rene Descartes and Isaac Newton to attain |
| utilizing the ideal and most appropriate | | | | that level of confidence in objectivity and |
| problem solving strategy to arrive at the | | | | logical soundness in decision making. We can |
| right answer, or at least, the one closest to | | | | be competently rational enough through |
| it, extend beyond the completion of | | | | comprehension of the basic concepts of |
| educational requirements. The end goal of | | | | mathematics. We need not come up with new |
| requiring us all to learn math is to make | | | | paradigms of mathematical systems to |
| each and one of us a better human being. | | | | ascertain our logical powers, though it |
| | | | certainly will be a great feat if you can. We |
| On the more practical level of analyzing its | | | | just have to attain a good level of comfort |
| importance, having sound mathematical skills | | | | and aptitude in handling various math |
| makes us a better entity in the many | | | | problems and constantly practice the skills |
| dimensions of our social existence. During | | | | we are already equipped with. |