A recent Pew Research Center study found that the United States is falling behind other developed nations in math education.
The report also found that in 2015, only 29 percent of the country’s students were enrolled in math classes.
This puts the United State at a disadvantage when compared to countries such as Germany and Canada, which have much higher enrollments of students in math.
The problem, according to experts, is that the math education curriculum has become so popular and well-respected that it has become an easy target for those who would like to push for changes to the way it is taught.
In a 2015 report titled The Numbers Show: Why We’re Falling Behind on Math, the authors wrote:We should not be doing math at the expense of the other STEM fields.
It’s a big issue, and it’s getting worse.
The problem isn’t math, it’s math that isn’t being taught, and math education that isn.
“Math has become the focus of many, many policies in the past decade,” said Mark Zandi, co-founder of Zandi Associates, a public relations firm that advises policymakers on the economy and technology.
“The problem with that is that math is one of those things that really doesn’t have a clear path forward.
We can’t just move to math as a substitute for science, or that’s what the math-focused policy agenda is trying to do.”
It’s hard to say how much the United Kingdom, Germany, and Canada have made progress on the issue.
The United Kingdom has been in a discussion with the European Commission on its math education reform for more than a decade, and in 2016, it released a plan that included the use of a new type of curriculum for math classes that included elements like computer science and robotics.
In a statement, the Department for Education said that it is working to “enhance and improve” the teaching of math in schools.
“We will continue to work with our partners to ensure that every child in our schools is taught to use mathematics in a responsible and sustainable way,” it said.
It may not be enough to change what is being taught in schools, however.
The Pew Research report, however, suggests that the problem isn’s a lot bigger than just math.
It cites a recent study by researchers at Stanford University that found that students in the United states lag behind other countries when it comes to how well students learn how to think critically.
They also found a significant gap between how many students were able to use computer science skills and how well they were able do math.
According to the report, this is because the United Nations and OECD have been trying to develop a new curriculum for the sciences.
That new curriculum, called the STEM curriculum, has been around for decades.
The UN and OECD released a blueprint for its use in 2011, and the United Nation’s Education, Science and Technology Council has also been working on this.
The plan was originally designed to be a new way of teaching science, technology, engineering and mathematics (STEM).
In theory, the new curriculum would have created a new model of how STEM was taught, said David Hochberg, professor of mathematics at the University of California, Berkeley, and an expert on the subject.
Instead, it has largely been used by the UN and other agencies to set guidelines for teaching math in developing countries.
But the OECD and the UN have been struggling to make progress in the education of STEM subjects in the wake of the rise of social media, Hochber said.
It is important to note that there are two very different models for teaching STEM, and those two models have not been harmonized.
Hochberg said that the new plan for teaching science in the U.S. should be viewed as a compromise, which is something that the OECD has been trying hard to do with its STEM curriculum.
However, he added, “the problem is not the curriculum, the problem is the students who are using it.”
The lack of curriculum, Hechberg said, is because of a lack of teachers and schools willing to accept the new model.
The OECD, for example, has said it is willing to help implement the new policy in some parts of the world.
However, it said that only about 50 percent of teachers are willing to work on it.
Meanwhile, the United Nations Education Department said that in 2016 it approved $7.2 billion for new STEM education investments in developing nations.
This includes a $3.2 million grant to the University at Buffalo to help it implement a new STEM curriculum for its students, a $2.8 million grant for a new U.N.-led STEM initiative, and $2 million to support the development of a curriculum for science and technology in secondary schools in the countries that are the next beneficiaries of the funding.
For many countries, the budget for STEM education is less than 10 percent of their Gross Domestic Product.
But for the United