I have nothing but agreement to the points elaborated, although I’d like to add that there seems to be an underlying theme that permeates in this crisis. I’ve always pointed out to my colleagues to be careful of the allure of numbers: that “quantity” does not automatically guarantee the “quality” of the paper and its findings. Perhaps this also represents a much larger problem on how maths is being taught generally, i.e. in most cases simply by rote —but the logical corollary provided by mathematical reasoning is only later learned in the tertiary or university level. Not sure if I’m adding anything of worth her, but that’s generally the case in South East Asia.