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May 18, 2010 Kevin Adlparvar It is often argued by high-school students that they should not waste their time in the study of Mathematics if they are not to use it in their career of choice. My purpose in this essay is to prove this concept incorrect. When we advance to high school, we begin to understand math at higher levels. Math problems evolve from simple arithmetic calculations, to ones involving logic and abstract reasoning. Word problems are a great example. Here is one. // In 2009, Peter earned 15,000 USD working part time as a taxi driver. He also earned 200 dollars a week working as a math tutor for 20 weeks. Finally, peter earned 50 dollars of interest income from a saving account. What is Peter's adjusted gross income? // (http://www.basic-mathematics.com) Now obviously, someone solving this problem would need to know certain terms associated with finance, but this would not exceed a five-minute review session. Once familiar with the words, the solver would need to look at each piece of given information, understand it’s significance, and relate it to finding the answer. In conclusion, once having solved this question, not only would one know Peter’s adjusted gross income, but also would have had the opportunity to exercise their mind by analyzing all the facts. Analyzing given information, (as well as information not given), is an important skill that relates to solving any problem, related with numbers or not. “Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways. Mathematics is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment and development, and in public decision-making.” ( Shilpa Rao) Therefore, I conclude that the skills provided by learning to solve math problems are very useful, if not essential, when transferred to real-life situations. According to Kristin Crouse, “ Students who take more math in high school are better prepared for college than other students.” With this, I agree, and unfortunately for those who question the importance of learning the quadratic formula, so do statistics. National Average || 21 || 5 or more math courses || 24.5 || 4 courses || 21 || 3 courses || 18.7 || Fewer than 3 courses || 17.2 ||  This table, recorded more than a decade ago, shows that ACT (college entrance) exam scores and greater success in testing, is related directly to the amount of math background prior the exam and leads to higher chance of success in university. Furthermore, the article says: “Members of the 1999 graduating class who took the recommended core courses achieved ACT composite scores that were 3.9 points higher than those who took even a year less in math, social studies or natural science. Students with the core courses scored 22.1. Those with less averaged 18.2.” (http://school.familyeducation.com/college-tests/mathematics/37668.html) Based on my examples and their explanations, I conclude that in fact, there is strong evidence supporting my belief in the fact that the study of mathematics is essential. Not only in the understanding of number related problems, but basically, in solving any problems.
 * 1999 ACT Assessment ** ||
 * ACT average composite score (range of 1-36) ** ||
 * ACT average composite score (range of 1-36) ** ||
 * Math Courses and ACT Performance **