There are quite a number of experts who would disagree with your conclusion.
Upon reaching a certain threshold of technological dependence, the need for rational thought (which includes calculation) is tied to the need for food. The actual yield may be low based on other factors, but it is absolutely necessary for survival.
The alternative you suggest, is where technology no longer advances.
Logically then, population growth hits a malthusian trap, the old crowd out the young since they have the most influence, and then a depopulation occurs as the old naturally die off, and replacement births cannot sustain those dependent systems used to feed the masses.
You get a dragon-king event where everyone its a free for all over food and bare necessities, farming no longer becomes possible (because of looters), and the world order collapses to pre-agrarian levels, assuming the environment isn't destroyed in the chaos (i.e. MAD and Nuclear Fallout).
There are much better ways to calculate than are currently taught in schools, Trachtenberg System and Vedic Maths have worked well in many places.
Mental math has been around for quite some time, and the principles of math are all about finding uncommon knowledge or information that is not immediately apparent (though it becomes so via various mathematical transformations).
The current pedagogy of math is all about sieving and exclusion, and rote-authority based teaching, since it is a requirement for any specialized area of science (and is only taught in relation to mathematical concepts, instead of intuitive approaches). This is why they adopted a burn-the-bridge strategy right around trigonometry at the grade school level (intended to cause PTSD/suffering/torture), to safeguard against disruptive innovators at the source.
Algebra -> Geometry -> Trig
1 -> 2 -> 3
What do you suppose happens when the passing grading criteria in 1 is changed from just following the process (but not correct answer) to 2 (separate unrelated material which is passed) to 3 (correct process and correct answer).
If they fail Trig, and the problems are from Algebra (not something a teacher paid bupkiss will bother to look at), how do they go back if they passed Geometry? The students not knowing why they are failing are simply told, well you maybe you are just not good at math and should consider other paths if you can't do it.
This structure is called burning the bridge because it makes it so you can't go back from a progression standpoint. Ironically, this structure was adopted at the request of representatives from the National Teachers Union in the late 80s/90s, and largely remains the same today.
There are several other progression sieves embedded in academia intended to make it almost impossible for us as a society to develop a large number of creative people who reach einstein-level achievements in math and science (outside-self study, or specific environments/private schools).
This broad push largely started in the 1970s in publishing, and expanded from there.
Upon reaching a certain threshold of technological dependence, the need for rational thought (which includes calculation) is tied to the need for food. The actual yield may be low based on other factors, but it is absolutely necessary for survival.
The alternative you suggest, is where technology no longer advances.
Logically then, population growth hits a malthusian trap, the old crowd out the young since they have the most influence, and then a depopulation occurs as the old naturally die off, and replacement births cannot sustain those dependent systems used to feed the masses.
You get a dragon-king event where everyone its a free for all over food and bare necessities, farming no longer becomes possible (because of looters), and the world order collapses to pre-agrarian levels, assuming the environment isn't destroyed in the chaos (i.e. MAD and Nuclear Fallout).
There are much better ways to calculate than are currently taught in schools, Trachtenberg System and Vedic Maths have worked well in many places.
Mental math has been around for quite some time, and the principles of math are all about finding uncommon knowledge or information that is not immediately apparent (though it becomes so via various mathematical transformations).
The current pedagogy of math is all about sieving and exclusion, and rote-authority based teaching, since it is a requirement for any specialized area of science (and is only taught in relation to mathematical concepts, instead of intuitive approaches). This is why they adopted a burn-the-bridge strategy right around trigonometry at the grade school level (intended to cause PTSD/suffering/torture), to safeguard against disruptive innovators at the source.
Algebra -> Geometry -> Trig
1 -> 2 -> 3
What do you suppose happens when the passing grading criteria in 1 is changed from just following the process (but not correct answer) to 2 (separate unrelated material which is passed) to 3 (correct process and correct answer).
If they fail Trig, and the problems are from Algebra (not something a teacher paid bupkiss will bother to look at), how do they go back if they passed Geometry? The students not knowing why they are failing are simply told, well you maybe you are just not good at math and should consider other paths if you can't do it.
This structure is called burning the bridge because it makes it so you can't go back from a progression standpoint. Ironically, this structure was adopted at the request of representatives from the National Teachers Union in the late 80s/90s, and largely remains the same today.
There are several other progression sieves embedded in academia intended to make it almost impossible for us as a society to develop a large number of creative people who reach einstein-level achievements in math and science (outside-self study, or specific environments/private schools).
This broad push largely started in the 1970s in publishing, and expanded from there.