I started Electrical Engineering when I was 35 so I got to observe the high school to university math transition from a semi-unique position. Yes, as the author states, there were a lot of students with good high school math marks that didn't really know any of the sort of math taught in university. But that math turned out to be continuous functions (linear mostly), limits, and a whole lot of memorized integrals and derivatives of those continuous functions. This was in an era where people were carrying around lap tops.
The one token "numerical methods" class was all about solving ... wait for it ... continuous functions.
The problem is that to fix this weird situation we have to start teaching iterative methods of solving problems at all levels of the educational system. I have the distinct impression that people at those various levels tend to assign blame to those at other levels (this article could be an example of that).
So does it really matter that high school students don't learn the wrong math? There is a much bigger question here.
The one token "numerical methods" class was all about solving ... wait for it ... continuous functions.
The problem is that to fix this weird situation we have to start teaching iterative methods of solving problems at all levels of the educational system. I have the distinct impression that people at those various levels tend to assign blame to those at other levels (this article could be an example of that).
So does it really matter that high school students don't learn the wrong math? There is a much bigger question here.