> Objection 5. You’d never find enough teachers who were capable of teaching a course like this. To do it well, you need to have a very sophisticated understanding of probability, statistics, game theory, physics, multivariable calculus, algorithms, etc.<p>Objection 6: If it's hard to find teachers to teach it, maybe it's a little challenging for students (even though a good math expert might find it interesting).<p>Just because a math expert thinks something is interesting doesn't mean low performing students will find it interesting.<p>For a more HN friendly example - what bunch of high school students wouldn't want an IT class that taught compiler design, instead of stuffy old Excel? Even Python is more fun that spreadsheets, right?<p>Certainly there are large swaths of high school math that can be cut, and replaced with more relevant stuff. But some care needs to be taken that it's actually teachable.<p>The article does partly cover this though:<p>> Thoroughly road test questions before letting them loose on the nation’s schoolchildren. In fact, that applies to the entire course: make sure one has something that definitely can work before encouraging too many schools to teach it.