Yeah. It's a shame too. They
   "integrate" perfectly together. They do in my brain anyhow
   tongue emoticon

   Thankfully, they're allowing more and more tools in schools at
   younger grades like calculators and computers and smartphones,
   so it's getting a LITTLE bit better.

   They ALSO learn to do things in their head; and for arithmetic
   that's very useful; I don't have a problem with multiplication
   tables FIRST being ROTE if that's the best they can do, and if
   there's a catchy tune.

   Some teachers are using Minecraft to help teach Math as well;
   visually in much the same way that I was using BASIC. Now that
   BASIC is long dead and passe as an active language, Python has
   basically replaced it, being _nearly_ (not quite) as simple to
   use as BASIC and possibly more powerful.

   Also, in the USA at least, this might be ONE nice benefit of the
   new push for STEM, mixing together the physical sciences (not
   all the sciences), Technology, Engineering and Mathematics into
   a single "group": It allows a little more flexibility in
   teaching methodologies.

   So, for all my ranting about STEM, I think that perhaps I should
   stand behind it because I did my own mixture of Technology,
   Engineering and Mathematics and Art integration at home by
   myself.

   I just saw it as a way to draw a square. The math learning was a
   side-effect.

   I think if I was to teach mathematics, I'd likely use Microsoft
   Excel. Spreadsheets do math very well, and everything is exposed
   and bare.

   It's simple to learn, easy to use, you never lose ANYTHING and
   there's no compilation. You just punch in the formula and BOOM,
   done. Show you work? It's already there. I did ok in Trig but by
   Calculus I was bored of school and didn't care. It was like the
   same 12 damn programs over and over again, but they used this
   ridiculous written language I didn't like but mostly, I just had
   fun and floated through senior year.