Mathematics education in the time of COVID-19: a public health emergency exacerbated by misinterpretation of data

Abstract

Abstract The COVID-19 public health emergency has been characterized by an abundance of data in the form of numbers and charts. Although these data are readily available, there have been challenges associated with their interpretation—exacerbated by generally low numeracy rates. Consequently, people may underestimate the speed at which the disease spreads and the ensuing risk to themselves and others, resulting in a lack of compliance with non-pharmaceutical interventions. This article discusses misconceptions associated with the popular terms, metrics and graphs commonly used to describe this pandemic. We suggest and illustrate how mathematical literacy is necessary to understand and convince people of the necessity for various restrictions and lifestyle changes. As the pandemic progresses and in anticipation of any future outbreaks, it is important to rethink the teaching of these concepts so as to equip learners with the proper tools for informed decision making—now and in the future.