American students are bored by math, science and engineering. They buy smartphones and tablets by the millions but don’t pursue the skills necessary to build them. Engineers and physicists are often portrayed as clueless geeks on television, and despite the high pay and the importance of such jobs to the country’s future, the vast majority of high school graduates don’t want to go after them.

Nearly 90 percent of high school graduates say they’re not interested in a career or a college major involving science, technology, engineering or math, known collectively as STEM, according to a survey of more than a million students who take the ACT test. The number of students who want to pursue engineering or computer science jobs is actually falling, precipitously, at just the moment when the need for those workers is soaring. (Within five years, there will be 2.4 million STEM job openings.)

One of the biggest reasons for that lack of interest is that students have been turned off to the subjects as they move from kindergarten to high school. Many are being taught by teachers who have no particular expertise in the subjects. They are following outdated curriculums and textbooks. They become convinced they’re “no good at math,” that math and science are only for nerds, and fall behind.

That’s because the American system of teaching these subjects is broken. For all the reform campaigns over the years, most schools continue to teach math and science in an off-putting way that appeals only to the most fervent students. The mathematical sequence has changed little since the Sputnik era: arithmetic, pre-algebra, algebra, geometry, trigonometry and, for only 17 percent of students, calculus. Science is generally limited to the familiar trinity of biology, chemistry, physics and, occasionally, earth science.

These pathways, as one report from the National Academy of Education put it, assume that high school students will continue to study science and math in college. But fewer than 13 percent do, usually the most well-prepared and persistent students, who often come from families where encouragement and enrichment are fundamental. The system is alienating and is leaving behind millions of other students, almost all of whom could benefit from real-world problem solving rather than traditional drills.

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Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc

The article mentions that the math curriculum has barely changed over the past 60 years, which is what has created the sense of meaninglessness that leads to boredom. In my student interest surveys the majority of my students (12 out of 16 interviewed) said that they did not use math outside of school, and that math was not important in the real world. The attitudes toward math that are common among students of all ages are why we need to make math meaningful again. The best way to do that is by relating what we learn in math to a real-life example that will interest our students.