At ISET we teach graduate economics, which uses the mathematical language to analyze economic behavior (“microeconomics”) and macroeconomic systems. Being based in Tbilisi, we heavily depend on “upstream” Georgian educational institutions, such as schools and undergraduate departments at TSU and elsewhere. Unfortunately, the level of quantitative literacy among the Georgian youth leaves much to be desired, which says something about the quality of educational programs they go through before arriving to ISET. The vast majority of our future students come to ISET with almost no knowledge of statistics or calculus.

Thus, our entrance exams are designed to test general “problem solving” skills rather than mathematics as such (if we did base our admissions decisions on students’ knowledge of calculus we would admitting no more than 3-5 students a year!). Moreover, instead of teaching economics we have to spend a lot of time in the first year of the program to close very basic gaps in math and statistics.

I am not sure this is very good news for Georgia, but it appears that our problems are not all that unique. In fact, as discussed in this great New York Times column by **Nicholas Kristof**, the American youth may be doing even worse than the Georgians.

NICHOLAS KRISTOF: ARE YOU SMARTER THAN AN 8TH GRADER?

NICHOLAS KRISTOF: ARE YOU SMARTER THAN AN 8TH GRADER?

**(Reprint from New York Times)**

I AM afraid you’re eligible to read this column only if you can answer this question faced by eighth graders around the world:

A. 6n+3

B. 6n

C. 6n-1

D. 6n-3

More than three-quarters of South Korean kids answered correctly (it is B). Only 37 percent of American kids were correct, lagging their peers from Iran, Indonesia and Ghana.

We know Johnny can’t read; it appears that Johnny is even worse at counting.

The Educational Testing Service released a global report finding that young adults from the United States rank poorly in reading but are even worse in math — the worst of all countries tested. This is the generation that will be in the labor force for the next half-century, struggling to compete with citizens of other countries.

It’s not just that American results are dragged down by poverty. Even American millennials with graduate degrees score near the bottom of international ranks in numeracy.

We interrupt this column for another problem:

A. 680 degrees

B. 600 degrees

C. 540 degrees

D. 420 degrees

Only 22 percent of American eighth-graders correctly answered B, below Palestinians, Turks and Armenians.

In a recent column, I offered a paean to the humanities. But it’s also true, as a professor notes in a letter to the editor, that science majors do take humanities courses. In contrast, humanities majors often desperately avoid any semblance of math or science (except for classes like “Physics for Poets”).

Numeracy isn’t a sign of geekiness, but a basic requirement for intelligent discussions of public policy. Without it, politicians routinely get away with using statistics, as Mark Twain supposedly observed, the way a drunk uses a lamppost: for support rather than illumination.

(I believe American high schools and colleges overemphasize calculus and don’t sufficiently teach statistics. Statistical literacy should be part of every citizen’s tool kit.)

Public debates often dance around basic statistical concepts, like standard deviation, because too few Americans understand them. And people assume far too much of “averages.”

After all, American adults have, on average, one ovary and one testicle. But try finding such an “average person.”

Another pop quiz:

Only 7 percent of American eighth graders got that one right (the answer is 15 centimeters). In contrast, 53 percent of Singaporean eighth graders answered correctly.

I know many readers will grumblingly protest that they’re just not good at math! True, there are math prodigies who are different from you and me. When the great mathematician Carl Gauss was a young boy, his teacher is said to have asked his class to calculate the sum of all the numbers from 1 to 100. Gauss supposedly supplied the answer almost instantly: 5,050.

The teacher, flabbergasted, asked how he knew. Gauss explained that he had added 1 and 100, 2 and 99, and realized that there would be 50 such pairs each summing 101. So 50 times 101 equals 5,050.

So I agree: Let’s resent the Gausses of the world for being annoyingly smart. But let’s not use that as an excuse to hide from the rigor of numbers. Countries like Singapore manage to impart extraordinary math skills in ordinary children because they work at it.

Numeracy isn’t just about numbers, of course. It’s also about logic. Let me leave you with a logical puzzle — a family favorite, one that I first heard as a little kid — that isn’t mathematical at all. Yet people with math training seem better at thinking it through and solving it:

It’s not a trick question. When you hear the answer, you’ll see it’s straightforward. First reader who doesn’t know this problem, works it out and tweets me the correct answer or posts it on my Facebook page gets a signed copy of my latest book or a Saddam Hussein poster that I liberated in Iraq during the war there. I’ve posted the answer on my blog, but you won’t need the help, will you?

## Comments

The challenge is very interesting. It is due to the arrogance of systems that this has come about.

0Cancel ReplyThis article touches on a painful issue. Georgians prefer to study law, international relations, psychology, or humanities -- all subjects where Georgian universities have no reputation whatsoever. Math is arguably the only subject where Georgian universities can compete internationally, yet so few people in Georgia are interested in math. Half of the places at the math department remain empty. Why let the Georgian people wither this strength?

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