Another issue with the mathematics curriculum in the United Kingdom is the lack of Euclidean geometry. Throughout the entire GCSE and A-level syllabus (equivalent to 'high school'), there is nothing beyond Pythagoras' theorem, basic trigonometry, and Thales' theorem. The triangle centres are never even suggested to students (except the centroid as the 'centre of mass' during Mechanics modules), and there is no mention of Ceva's theorem. Discrete maths are taught in the A-level syllabus, but only in the most laborious way possible. The majority of the course involves weighted graphs and optimisation, followed by a bombardment of algorithms capable of dissuading all but the most tenacious of students. Rather than devising algorithms (i.e. programming), the emphasis is on mechanically following algorithms without any insight as to why the algorithms work. The course (entitled 'decision maths') reduces people to mindless automata. Believe it or not, the Decision Maths course even involves *solving the Travelling Salesman Problem* -- how torturous is that?! It could be replaced with something much more enjoyable, such as Fourier transforms. In my opinion, concepts such as binary and Turing machines should be taught in school, mainly as preparation for informatics/computer science. What are your views on this? Sincerely, Adam P. Goucher