Mathematics may be taught to give skills and concepts useful for life in the street. For that, see existing cnline chapters on logic and future site pages on application areas: time and date matters, on money matters, on counting, measuring and figuring, on on maps and plans and on decision-making (chance) when not all is certain. Study of the foregoing areas will take time and effort.

In primary school, you may have met mathematics with take-home value for daily and adult life. And in many primary schools, there is no guarantee that basic reading, writing and figuring skills are taught. I have met primary school graduates who cannot figure with fractions because they were not taught how, and because their teachers and parents did not know better. Central planning and central control can lead to substandard practices in education. Central planning and central control needs to do better. Otherwise, home schooling becomes a better and stronger choice. If you become a parent, watch for substandard practices or substandard skill development and try to remedy or avoid that in the education of your child - good luck.

But in secondary school and the first years of college, mathematics courses mostly cover skills and concepts required for college programs in business, commerce, banking, insurance, science, engineering and technology. Each requires mathematics, some more than others. High school and college mathematics topics apart from the in above application areas has long-term value for the practice and theory in college programs, or for student or employer selection by college programs. With regrets, most mathematics coursed after primary school does not have take-home value. They are college oriented with courses that are not being reserved for weaker students not heading for college.

Site content may help secondary and college course designers recognize and include (i) skill which serves actual or potential common needs; and (ii) skills and concepts which are needed by college programs. Then the full coverage of (i) by age 14 may provide motivation, context and even an end for mathematics instruction while preparing for and overlapping (ii). Food for thought: all students should meet (i) with observable and verifiable skill mastery vital apart from full comprehension, because of actual or likely take-home value. After that, the college oriented mathematics in (ii) is optional.