## la remise en cause des mathématiques comme outil exclusif de reproduction de la bourgeoisie

Posted in Books, Kids, pictures, University life with tags , , , , , , , , , on June 18, 2021 by xi'an

A tribune that was published by Le Monde a few days ago celebrates the end of the “dominance of mathematics [in high school programs] as the unique reproduction medium of the bourgeoisie”, in  connection with a recent reformation of French high school programs where students have to specialise in only three topics in their final years. This change has led to a major drop both in the number of students studying maths and in the contents of the maths curriculum. As a result, there will less students entering university with a basic maths background and an overall regression in their level. At a time when international scores show French pupils are on average the worst ones in Europe and when the French government has huge ambitions to develop national AI companies,  this drift should be most concerning… But not for the author of the tribune, a high school professor of history and geography, who is most happy in the rise of students specialising in his subject, with a caricaturesque opinion on the inegalitarian role of mathematics:

“[la réforme] devait dès lors permettre, par le jeu des nouvelles spécialités, l’expression d’aptitudes plus diverses et d’en finir avec la prééminence systématique des mathématiques comme instrument de sélection scolaire et sociale.” [the reformation should then allow through new specialties to account for a wider range of abilities and to end the systemic preeminence of mathematics as a tool for school and social selection]

“[les mathématiques] demeurent le choix privilégié des mâles CSP + soucieux de préserver leur rang social” [mathematics still are the favoured option of higher class males afraid to loose their social position]

“[la spécialité histoire-géographie-sciences politiques] doit contribuer à la promotion sociale des plus défavorisés et à la remise en cause des mathématiques comme outil exclusif de reproduction de la bourgeoisie.” [the history, geography and political science specialty must contribute to the social promotion of the least favoured and to the demotion of mathematics as the unique instrument of preservation of the bourgeoisie]

If it was not so sadly representative of a general perception of mathematics within the global population and among the high administration of the Education Ministry, the outdated ideological tone of the tribune would have been quite hilarious.

## data is everywhere

Posted in Kids, pictures, Statistics, University life with tags , , , , , , , , on November 25, 2018 by xi'an

## métro static

Posted in Kids, Travel with tags , , on March 26, 2014 by xi'an

[heard in the métro this morning]

“…les équations à deux inconnues ça va encore, mais à trois inconnues, c’est trop dur!”

[“…systems of equations with two unknowns are still ok, but with three variables it is too hard!”]

## \STATE [algorithmic package]

Posted in Books, Kids, pictures, R, Statistics, Travel, University life with tags , , , , , , , , , on June 8, 2012 by xi'an

I fought with my LαTεX compiler this morning as it did not want to deal with my code:

 \begin{algorithmic}[1]
\STATE N=1000
\STATE $\hat\pi=0$
\FOR {I=1,N}
\STATE X=RDN(1), Y=RDN(1)
\IF {$\text{X}^2+\text{Y}^2<1$}
$\hat\pi$ = $\hat\pi +1$
\ENDIF
\ENDFOR
\RETURN 4*$\hat\pi/$N
\end{algorithmic}


looking on forums for incompatibilities between beamer and algorithmic, and adding all kinds of packages, to no avail. Until I realised one \STATE was missing:

 \begin{algorithmic}[1]
\STATE N=1000
\STATE $\hat\pi=0$
\FOR {I=1,N}
\STATE X=RDN(1), Y=RDN(1)
\IF {$\text{X}^2+\text{Y}^2<1$}
\STATE $\hat\pi$ = $\hat\pi +1$
\ENDIF
\ENDFOR
\RETURN 4*$\hat\pi/$N
\end{algorithmic}


(This is connected with my AMSI public lecture on simulation, obviously!)

## cannonball approximation to pi

Posted in Statistics with tags , , , , , on October 8, 2011 by xi'an

This year, my daughter started writing algorithms in her math class (she is in seconde, which could correspond to the 10th grade). The one she had to write down last weekend was Buffon’s neddle and the approximation of π by Monte Carlo (throwing cannon balls was not mentioned!). Here is the short R code I later wrote to show her the outcome (as the class has not yet learned a computer language):

n=10^6
counter=0
#uniforms over the unit square
ray=runif(n)^2+runif(n)^2
#proportion within the quarter circle
conv=cumsum((ray<1))/(1:n)
plot(conv,type="l",col="steelblue",ylim=c(pi/4-2/sqrt(n),
pi/4+2/sqrt(n)),xlab="n",ylab="proportion")
abline(h=pi/4,col="gold3")


and here is an outcome of the convergence of the approximation to π/4: