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When math learning goes beyond learning facts, figures, and applications; instead, math is humanized so that it is allowed to convey beauty, values, truth, justice, play, and love—when mathematical thinking is viewed as a way of life.
Teachers should present math as a verb, not as a noun—when students should be encouraged to be active players, not mere spectators.
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When the world’s most disliked school subject is not a spectator but a player sport; when you need to do math rather than just read about it—the very reason why pop or general math books seldom help raise the mathematical or quantitative literacy of their armchair readers.
Recreationally speaking, math is a noun, but painfully or cognitively speaking, math is a verb—reading and understanding a math proof is one thing; guessing and checking and failing repeatedly and finally proving or solving a math problem is the actual thing.
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When you can’t be a spectator vis-à-vis the world’s most disliked school subject, but you need to be a player to master it—reading or listening about math won’t make you fluent in the subject, but doing math will.
Like Christianity, math is a verb. Just like you can’t impact lives if you merely know about Jesus and His teachings, so reading pop math books without dirtying your hands is unlikely going to raise your quantitative literacy in meeting the technological challenges of the 21st century.