I’m not as radical as that. In fact, I’m not radical at all. Dissatisfying as it may be to partisans, I think we have to teach a mathematics that values precise answers but also intelligent approximation, that demands the ability to deploy existing algorithms fluently but also the horse sense to work things out on the fly, that mixes rigidity with a sense of play. If we don’t, we’re not really teaching mathematics at all. It’s a tall order—but it’s what the best math teachers are doing, anyway,
