One could equally ask what is history, art, sports, etc. The answers mathematicians give seem partly interesting, but also, to me, imply insecurity -- that they have to justify to others that everyone should learn it. Not many other subjects suggest needing justification. Meanwhile, kids teach themselves math in self-directed learning environments https://www.psychologytoday.com/us/blog/freedom-learn/201004....
Up to high school they taught it to me by textbook, mainly teachers who didn't know or care about it. I found beauty in it and loved it despite them. I suspect if we taught it less relying on authority and grades, more engaging and based on curiosity, we'd appreciate it more. Instead of asking what it is, we'd do it.
Even people who don't play music don't ask what it is, like it doesn't need to exist. They probably would if we just taught music theory from textbooks but not singing and dancing.
Kids just have no motivation for math. It's not obviously enjoyable like art and music. Teaching what it is and how it helps them in the real world motivates them to learn.
Up to high school they taught it to me by textbook, mainly teachers who didn't know or care about it. I found beauty in it and loved it despite them. I suspect if we taught it less relying on authority and grades, more engaging and based on curiosity, we'd appreciate it more. Instead of asking what it is, we'd do it.
Even people who don't play music don't ask what it is, like it doesn't need to exist. They probably would if we just taught music theory from textbooks but not singing and dancing.