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When President Ronald Reagan in April 1986, one of the problems he cited was that too few students were devoted to the study of math.

鈥淒espite the increasing importance of mathematics to the progress of our economy and society, enrollment in mathematics programs has been declining at all levels of the American educational system,鈥� Reagan wrote in his proclamation.

Nearly 40 years later, the problem that Reagan lamented during the first National Math Awareness Week 鈥� which has since evolved to become 鈥溾�� 鈥� not only remains but has gotten worse.

Whereas 1.63%, or about , of the bachelor鈥檚 degrees awarded in the U.S. in the 1985-1986 school year went to math majors, in 2020, just 1.4%, or about , of the bachelor鈥檚 degrees were awarded in the field of math 鈥� a small but significant decrease in the proportion.

Post-pandemic data suggests the number of students majoring in math in the U.S. is likely to decrease in the future.

A key factor is the that took place during the lockdown. For instance, whereas 34% of eighth graders were proficient in math in 2019, test data shows the percentage .

These declines will undoubtedly affect how much math U.S. students can do at the college level. For instance, in 2022, only 鈥� down from 39% in 2019.

These declines will also affect how many U.S. students are able to take advantage of the growing number of , such as and . Employment in math occupations is projected to in the period from 2021 to 2031.

About are expected to open up per year from growth and replacement needs. That exceeds the 27,000 or so math graduates being produced each year 鈥� and go into math fields. Shortages will also arise in several other areas, since math is a gateway to many STEM fields.

For all of these reasons and more, as a who thinks deeply about the and what it means to our world 鈥� and even to 鈥� I believe this year, and probably for the foreseeable future, educators, policymakers and employers need to take Mathematics and Statistics Awareness Month more seriously than ever before.

Struggles with mastery

Subpar math achievement has been endemic in the U.S. for a long time.

Data from the National Assessment of Educational Progress shows that have been rated proficient in math since 2005.

The pandemic racially and economically disadvantaged groups. During the lockdown, these groups had than their peers. So securing Wi-Fi and places to study are key parts of the battle to improve math learning.

Some people believe math teaching techniques need to be revamped, as they were through the , a new set of educational standards that stressed alternative ways to solve math problems. Others want a return to more traditional methods. Advocates also argue there is a need for colleges to .

Other observers believe the problem lies with the 鈥溾�� many students have 鈥� where failure leads to the conviction that they can鈥檛 do math 鈥� and say the solution is to foster a 鈥� by which failure spurs students to try harder.

Although all these factors are relevant, none address what in my opinion is a root cause of math underachievement: our nation鈥檚 ambivalent relationship with mathematics.

Low visibility

Many observers worry about how U.S. children fare in , even though math anxiety makes steer clear of the subject themselves.

Mathematics is not like art or music, which people regularly enjoy all over the country by visiting museums or attending concerts. It鈥檚 true that there is a National Museum of Mathematics in New York, and some science centers in the U.S. devote exhibit space to mathematics, but these can be geographically inaccessible for many.

A 2020 study on media portrayals of math 鈥� in popular culture. Other findings were that math is presented as being irrelevant to the real world and of little interest to most people, while mathematicians are stereotyped to be singular geniuses or socially inept nerds, and white and male.

Math is tough and typically takes much discipline and perseverance to succeed in. It also calls for a 鈥� you need to master lessons at each level because you鈥檙e going to need them later.

While research in neuroscience shows almost everyone鈥檚 brain is , many students balk at putting in the effort when they don鈥檛 score well on tests. The can make it easier for students to give up. So can about math ability conveyed by peers and parents, such as declarations of not being 鈥�.鈥�

A positive experience

Here鈥檚 the good news. A 2017 Pew poll found that despite the bad rap the subject gets, . It鈥檚 members of this legion who would make excellent recruits to help promote April鈥檚 math awareness. The initial charge is simple: Think of something you liked about math 鈥� a topic, a , a fun fact 鈥� and go over it with someone. It could be a child, a student, or just one of the many adults who have left school with a negative view of math.

Can something that sounds so simplistic make a difference? Based on my years of experience as a mathematician, I believe it can 鈥� if nothing else, for the person you talk to. The goal is to stimulate curiosity and convey that mathematics is much more about than it is about the school homework-type calculations so many dread.

Raising math awareness is a first step toward making sure people possess the basic math skills required not only for employment, but also to understand math-related issues 鈥� such as gerrymandering or climate change 鈥� well enough to be an informed and participating citizen. However, it鈥檚 not something that can be done in one month.

Given the decline in both math scores and the percentage of students studying math, it may take many years before America realizes the stronger relationship with math that President Reagan鈥檚 proclamation called for during the first National Math Awareness Week in 1986.

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