The Math Myth: And Other STEM Delusions is a 2016 nonfiction book by Queens College political scientist Andrew Hacker analyzing and critiquing the United States educational system's teaching of mathematics as a linear progression towards more advanced fields.

Others praised Hacker's work, describing the book as offering a convincing critique of STEM education in the United States and empowering to students struggling in mathematics.

[3] The article was heavily critiqued by academics,[4] with some claiming that mathematics education teaches students necessary problem-solving skills, even when not directly applicable to real world experience.

[5][6] Seeking to elaborate on his reasonings and critique in response to the large volume of media criticism, Hacker expanded his initial New York Times article into a book titled The Math Myth, published by The New Press.

Hacker notes that American students are disproportionately likely to fail mathematics, blaming the abstract instruction and standardized testing systems imposed by the No Child Left Behind and Common Core reform initiatives.

Hacker acknowledges that socioeconomic factors lead to poorer testing results for disadvantaged students, but states that the harm of modern mathematics education transcends racial and class boundaries.

Hacker attributes this to a conflict between girls' greater penchant for reflection due to male dominance of lessons[clarification needed], and rigorous and fast-paced testing environments.

Hacker argues that while the vast majority of K–12 teachers adhere to a "discovery" mode of teaching, supporters of the "discipline" advance a focus on standardized testing and an opposition to the presentation of math in an enjoyable or entertaining fashion.