Ignorance of mathematics has become socially acceptable. There are stigmas associated with not being able to read and write, but there are few associated with mathematics. In fact, it's not uncommon to hear people openly admit they aren't good at math.

Everybody Counts, a 1989 publication of the National Research Council on the state of mathematics in the United States, noted that too many Americans seem to believe that is does not really matter whether one learns mathematics.

Only in America do adults openly proclaim their ignorance of mathematics as if it were some sort of merit badge. Parents and students of other countries know that mathematics matter.

It is interesting to observe that high school students who take algebra, geometry, and other rigorous math courses are far more likely to be successful in college or in the workplace. An October 1997 "white paper" by Education Secretary Richard Riley showed that students with a basic grasp of higher level math are more likely to succeed regardless of family income or public or private schooling.

Is there a correlation between students who take algebra 1 and geometry and those who end up in college? The answer is a resounding yes. Here are the numbers: 83 percent of all students who take algebra 1 and geometry go on to college; 71 percent of low-income students in this group go on; 94 percent of those among this group in the high-income bracket also go on; and 84 percent of middle-income students go on. On the other hand, only 36 percent of those not taking algebra 1 and geometry go to college.

Students headed for the work force with a solid high school math background earned, on average, 38 percent more an hour than peers without it. This fact alone should encourage students to study math. Yet while algebra is the "gateway" to advanced math and science in high school, most students do not take it in middle school.

A 1996 report by the National Assessment of Educational Progress showed that only 25 percent of U.S. eighth-graders enrolled in algebra and that low-income and minority students were even less likely to take it. The story continues on into high school. The Third International Mathematics and Science Study, released on Feb. 25, reports that many college-bound seniors stop taking math after the 10th or 11th grade. Often students justify this choice by stating that they will never use any of that "technical stuff" and for them it is a waste of time and effort. Of course, the facts given above demonstrate otherwise.

We live in a society that is literally saturated with math. Computers, electronics and gadgets of all kinds abound that depend on it. Nearly every piece of factual information we put to use is put before us in mathematical form. Our weight, height, shoe size, the speed we drive -- all are given in terms of numbers. We talk about percentages, the cost of living index, coefficients of friction, and the Dow Jones' averages. We think not only in numeric terms, but also in geometric terms. For example, we think of streets meeting at "right angles," planets orbiting in "elliptical paths," stair cases being "circular," pictures being rectangular" or "square," and so on.

On a more sophisticated level, college students in business, economics, the social and life sciences, as well as those in many other disciplines are expected to be familiar with the most elementary notions from statistics, linear algebra and calculus. Educators believe that students benefit greatly from being exposed to these subjects and are in better position to make sound, informed decisions in their jobs, and throughout their lives.

Mathematics is a profound and powerful part of human culture. Therefore it is important to know something about it. Within mathematics lies truly awesome artistic beauty that only now is becoming known to the public through popular accounts of fractals and computer graphics. This is only the tip of the iceberg. At the same time mathe-matics lies at the foundation of science and technology.

Ultimately, our nation's security depends on its mathematical ability. In this respect, the United States is losing ground rapidly to countries whose students are better than ours in math.

Can attitudes concerning math in the Unites States be turned around? The answer depends largely on each of us and whether we believe that our children's futures are worth the price.

Doran is chairman of the math department at Texas Christian University in Fort Worth, Texas.

Submitted by Leigh Bortins