Other reasons often given for the dominance of maths are that individual and national prosperity depend on school success at maths and that you cannot be a good teacher unless you are good at maths. Anyone who believes any of this should look at the evidence: it is all to the contrary. Howeer, there is a more important reason for restricting the amount of compulsory maths. This is that the inevitable failures do harm to the self-esteem of the pupils concerned, more than failures in other subjects, because of the greater importance attached to maths by most adults. I look forward to research that will investigate the part that compulsory maths has played in producing an anti-education culture among pupils and adults.
Newton Abbot, Devon