James, in fact, if I remember right, I gave you a guesstimate that's considerably less than 10%, and I think it's still dropping. I don't think the issue is about being a "purist" per se. It's simply about having the breadth of mathematical, analytical, and integrative skills, and the creativity needed to solve new problems. Too many so-called "engineering" or "computer science" degrees are really just MCSEs in disguise.

If you can cobble together enough Java libraries to get a task done, but no more, there are plenty of places for you, but not with us. But if you can design the J2EE framework itself, or if you aspire to learn, then I want to talk to you. If you want to work your 9-6, climb the ladder into middle management, and evaluate performance metrics all day, you won't find a place with us at this point. But if you like to play with neural nets one day, design DSLs in Ruby the next, get into heated debates on numerical methods, and hack open source on the weekends, you'll be right at home with us.

James, some years back, I was an instructor at a local community college in COBOL programming (OK, I'm really showing my age now!)

After about three weeks into the course, I realized that the students could not function in developing algorithms. The reason is lack of basic math skills. I discussed this in my faculty committee meeting to start requiring Algebra, Computer Math and/or Calculus as part of the curriculum. The response - NO WAY! I can remember when I was in school all of the Calculus I had to take - of course I can barely spell integral now.

With all of the technical people that I know, I am continually amazed at the amount of developers that don't know math and can't think through a solution from start to finish. Whats equally amazing is how many don't know business concepts, especially in applications development.

I was talking to one of my former boy scouts some years back that was taking JAVA, J2EE, etc in college. I asked him - what was he going to do with them? His response, write scripts and applications. I asked - do you know Calculus? Math? Accounting? Marketing? Management? No, he knew JAVA. I told him that if that was his major, to combine it with a business admin degree. He needed to learn how to apply JAVA to real-world scenarios.

He did and is now very successful - he learned how to apply the technology. His school views them separately, not intertwined.

Jeff, I believe this is a widespread problem across our educational system. This hurts our technical talent as well. I hope we can encourage young people to gain a stronger base in math. Here's the reality, programming languages come and go....it's very trendy. Math and problem solving doesn't change over time.

You're right - problem solving and math do not change over time. However, I do feel that it's not just math, but communication and other general business concepts as well. The one thing I like about math is that there can be multiple approaches to solve a problem but you will only get one correct answer.

In my career, I've probably learned about 15 different programming languages - mainly because I had to when I was on different application platforms. Even with the sexy ones today, they are all about the same. Yes they come and go, but a lot stays the same - for example, C++ and PL/1 are almost identical.

James, since you still have some celebrity status, have you considered taking this message public?

Jeff, I've been working with the WTIA (Washington Technology Industry Association) on this exact issue in our state. I've also had discussions with the Governor about this as well. It's definitely a problem stemming from our educational system. If you look at the educational requirements in Asia, we are so behind in math and sciences. At this rate, we are vulnerable to losing our competitive position in the global space of technology.

I think that this is also an example of why I don't believe in state mandated testing.

When my kids were younger, they had a teacher that was teaching them basic algebra in the third grade. She had to stop because the class didn't conform to the state mandated test. When my kids took Algebra in 8th/9th grade, it came very easy to them since they had the concepts early on.

I almost think it's going to take industry to push the issue - yourself, Microsoft, Sun, etc. The public education system is simply not going to do it - especially in the inner cities where it's all they can do to keep the kids in school.

Most companies have a career opportunities section on their site that lists the job specifications and wage levels. I hesitate to mention your posting to my associates, since I'm not sure whether this is even a paying position. I've never seen a listing for math "purist".

Paul, this is a blog...come on my friend. The "math purist" term is basically to frame the discussion of my blog. The actual job description is on our jobs section. We don't mentioned the salary though....

James, as a human resources professional, I would not mention salary on a job posting website. You're opening yourself up for trouble.

Just needed to know that it's a PAYED position. I wouldn't direct good talent to yet another "intern" situation.

While I'm no professional computer scientist, I am learning how to web program currently and I go nuts over quantitative analysis (my major is information systems engineering--a blend of applied industrial engineering and computer science). Coding is very difficult for me since I have a hard time translating lines of code into what should be happening, and when something doesn't work like it should, I get frustrated very fast. However, I *do* know my way around algorithms after an algorithms course, though frankly, I'd say I'm more geared towards analytical decision-making rather than the hardcore computer science coding--though I have the utmost respect for anyone that has the patience, skill, and talent to make a computer program run from a blank page. How that happens is something I am less suited for than several others I know.

That said, I can definitely work *with* computer scientists to devise an algorithm, though I work more in pseudocode and comments than actual implementation.

At the moment, I'd hopefully like to gain experience in quantitative analysis and then maybe see what goes on in a few years. I'm confident that with a little bit more work experience, I may find a place at zoodango!

I am currently studying BSc Hons Mathematics in the UK.After pre university I had to make a decision on whether to study in the US,UK or Australia.I chose UK because it had a tough and rigorous Maths programme and also its University of Cambridge's excellent reputation in Maths(although I study in University of Bristol).

I made my decision also based on an acedemic who taught both in UK and US and he thought that the US maths courses are not rigorous and tough enough(although he teaches Physics).From my little research done some first year courses(e.g Analysis/Advanced Calculus) that I do only are available in graduate studies in certain US universities.

I think mathematicians graduating from UK universities are better value for money than those in the US.

Maybe you guys could run a recruitment drive in the UK,most probably start with the top unis(league tables can be found here http://www.timesonline.co.uk/tol/life_and_style/education/good_university_guide/
)

That's enough of me talking!What do you think guys?Especially James Sun.

A little correction here.

Just to clarify my previous post,the Analysis course are probably run in 3rd or 4th year in US but shockingly I have found one uni that runs only in its graduate program.