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The decision to scrap early French immersion may get people wondering about the perspectives of educators not directly connected to immersion.

In particular, one might wonder what mathematics educators think, considering Education Minister Kelly Lamrock claims the cut will improve our province's poor scores in international comparisons of mathematics and science. One might expect us to celebrate the move.

I am not celebrating. As a mathematics educator, I have concerns about scrapping early immersion and serious concerns with the manner in which it's been done.

It appears the minister is counting on his constituents' weak math skills. The report Lamrock is following is based on dubious statistics.

For example, the report compares last year's Grade 12 immersion enrolment with the same year's Grade 1 enrolment, not to the Grade 1 enrolment of 12 years ago.

This flaw is accented with politically-charged language that would label students drop-outs even if they feel satisfied with their French attainment and choose to take courses in English for Grade 12.

Considering the flaws in the mathematics that underpin his decision, Lamrock seems to believe he can dumbfound his constituents by simply using mathematics, not by making sound mathematical arguments. The reality that he is getting away with this exposes problems with mathematics education practices.

From my perspective as a mathematics educator, I argue that mathematics teaching should do more than produce good scores in narrow skill sets. It should prepare citizens for effective engagement in democracy, equipping them to critically examine the mathematics used to convince them to change their minds about what is valuable and what is necessary.

Any politicians who claim statistics or mathematics are on their side should not expect us to accept their arguments without question.

David Wagner

University of New Brunswick

Fredericton