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This chapter emphasizes the importance of higher mathematics in a classical education, considering it an essential part of basic literacy. The curriculum outline suggests that all students should complete courses in geometry, algebra I, and algebra II, with at least one year of advanced mathematics such as trigonometry, pre-calculus, calculus, or statistics and probability.
For STEM-focused students, a more rigorous sequence is recommended, potentially starting as early as seventh grade. The chapter stresses the practical applications of mathematical thinking, particularly in areas like statistics and trigonometry, which have real-world relevance.
The text acknowledges the challenges faced by humanities-focused students in seeing the purpose of abstract mathematical concepts. It suggests that this is often a teaching problem rather than a learning problem, emphasizing the importance of finding good teaching methods or resources.
Online learning is highlighted as a valuable tool for upper-level math education. The chapter also recommends supplementing technical math work with reading books about mathematics to maintain perspective on the broader significance of the subject.
For struggling students, the advice is to change approach rather than pushing forward unproductively. The chapter suggests a 'math reading' program as an alternative for students who find advanced math particularly challenging.
Overall, the chapter presents a balanced view of mathematics education, emphasizing both technical skills and conceptual understanding, while acknowledging the diverse needs and abilities of different students.