# Why Study Mathematics

Math encourages us have better critical thinking abilities. Math encourages us think systematically and have better thinking capacities. Expository reasoning alludes to the capacity to contemplate our general surroundings. … Investigative and thinking aptitudes are essential since they help us take care of issues and search for arrangements.

Research led by Dr. Tanya Evans of Stanford University shows that kids who realize math can enroll certain mind districts all the more dependably, and have more noteworthy dim issue volume in those areas, than the individuals who perform all the more inadequately in math.

Math can be helpful for balancing your budget, use a accumulator calculator, because you will have a good understanding of how to make sure that your costs are less than the money you have. Balancing one’s bank account, for example, is an important life skill that requires math in order to subtract balances. People who know math are therefore less likely to go into debt because they did not know how much money they had versus how much money they spent.

Some other areas of mathematics worth investigating include:

Real analysis (traditionally, the theory of functions of a real variable) is a branch of mathematical analysis dealing with the real numbers and real-valued functions of a real variable.

Complex analysis, traditionally known as the theory of functions of a complex variable, is the branch of mathematical analysis that investigates functions of complex numbers.

Functional analysis is a branch of mathematical analysis, the core of which is formed by the study of vector spaces endowed with some kind of limit-related structure (e.g. inner product, norm, topology, etc.) and the linear operators acting upon these spaces and respecting these structures in a suitable sense.

A differential equation is a mathematical equation for an unknown function of one or several variables that relates the values of the function itself and its derivatives of various orders.

Much can be gained in support of the teaching and learning of mathematics through connecting and integrating science, technology, and engineering with mathematics, both in mathematics classes and in STEM activities. Engineering design, for example, offers an approach that nurtures and supports students’ development of their problem-solving abilities, a top priority for mathematics teachers. The design process both reinforces and extends how students think about problems and offers tools that can help students creatively expand their thinking about solving problems of all types—the very types of problems and issues that students are likely to encounter in both their personal and professional lives.

Teaching mathematics well is an important component of a comprehensive STEM program. There is more to mathematics, however, than being part of STEM. The mathematics that students learn in school includes content and thinking that can be used as tools for tackling integrative STEM problems. But it also includes content that might be considered “just math” or might be connected to non-STEM disciplines. Problems involving mathematical models of finance might or might not connect to science (S) or engineering (E) and might or might not involve in-depth uses of technology (T). Likewise, art might be integrated into a mathematics lesson that does not involve either science or engineering. Mathematics goes beyond serving as a tool for science, engineering, and technology to develop content unique to mathematics and apply content in relevant applications outside of STEM fields.

NCTM has described appropriate mathematical content and processes for grades K–12 in Principles and Standards for School Mathematics (2000). The standards describe a strong, balanced, comprehensive foundation in mathematical knowledge, thinking, and skills that is reflected in mathematics standards from across the states. Essentially every state includes attention to the kind of mathematical thinking, processes, and practices that students should develop as part of their balanced mathematics experience. Thus, there is strong professional guidance, as well as policy direction, for the mathematics that should be taught at each grade level.

Further, in Principles to Actions: Ensuring Mathematical Success for All (2014), NCTM has developed a set of eight teaching practices that describe the nature of effective mathematics instruction. These practices paint a picture of an interactive classroom in which students are engaged in working through rich tasks—sometimes struggling productively as they tackle challenging problems—with the teacher guiding classroom discussion focused on students’ thinking and monitoring student learning throughout the process.

Professional recommendations for the teaching and learning of mathematics include offering students challenging, engaging, and relevant problems consistent with STEM recommendations from the public and private sector. Teaching mathematics and science well, according to these recommendations, can help students develop creativity, reasoning, and problem-solving skills that align with the goals of STEM programs.