For generations of students, the complaint has been "Why do I need to learn math? I'll never use it in the real world. I want to be a fireman or a cowboy or a news reporter and they don't need to know how to do math. Today, with the common use of pocket calculators and even calculators on the cell phones which are carried by school age children, it's a better question than ever before. Why should a person learn the formulas and memorize the times tables of the traditional math course? Is there any point to the effort involved in memorization of formulas and procedures when you only need to punch in a symbol to receive a digital answer to the math question?
There are some responses to the question which may require some maturity to understand. No one likes to memorize facts; however starting with basics is the start of most fields of learning. It is possible that reversing the order of math studies might do much toward helping students to understand why the study of math can be helpful.
The first reason why math studies are helpful is that they force the student to read and understand the question or problem. The student learns to organize their thinking in order to understand the true dimensions of the problem. The best knowledge of formulas cannot tell you how to apply the formula. For that, you need to be able to train your thinking to recognize the important elements of a situation and secondly to understand how to apply known facts or procedures in order to find the answer to the question. To be able to lay out the parameters of the math problem will help a student learn the same procedure for other fields of study as well.
In addition to learning how to organize your thinking due to math, you will need to understand how to apply formulas and procedures in order to come up with the answer to the questions. In short, unless you understand something about how math works, you won't have any idea how to enter numbers into a computer. While the actual calculation performed by a calculator does greatly simplify even routine problem solving, to raise three generations of students with no understanding of how to use a calculator to determine which of two items in different sized containers costs more is a travesty of the concept of mathematics education. Many adults do not understand the concept of reconciling a bank statement, or calculating true cost of an adjustable rate mortgage.
This state of affairs in American education is troublesome at best. Even the tests which are provided in order to monitor the progress of students show a continual decline in understanding of math. Criticism of teachers for 'teaching to the test' has been widespread, but in the case of math, it is difficult to see how logic and inductive reasoning which are required to solve most real life math problems can be considered teaching to the test.