Ban Intermediate Algebra!?

Sometimes, there is a fine line between ‘reasonable interpretation of reality’ and ‘bad idea’.  Should we ban intermediate algebra in colleges?  Would it hurt anybody … help anybody … would anybody notice?

My current ‘reality’ includes teaching an intermediate algebra course that is quite traditional, except for us using an ebook (to save students money, and provide equal access).  This course has the usual combination of topics — functions, absolute value statements, polynomials, factoring (lots), rational expressions, rational equations, rational exponents, radicals, radical equations, quadratic equation methods, and quadratic functions (along with a variety of word problems, which are mostly puzzles).

In case you did not know, I have been teaching for quite a while (something like 39 years).  Originally, intermediate algebra was taken primarily by those who needed pre-calculus … and most of them needed calculus.  For a variety of reasons, the vast majority of my current students are not in this category; for them, intermediate algebra is part of their general education process.  [At my college, intermediate algebra is the MOST commonly used course to meet a gen ed requirement.]

Outside of the small minority of my students who actually need calculus (a group which should be larger), most students are not well served by an intermediate algebra course.  The traditional course does little to enhance their mathematical literacy or reasoning, with its focus on symbolic procedures; the traditional course does not contribute to the GENERAL education of students, since it is fairly specialized (polynomial arithmetic and related symbolic procedures).

For many of my students, intermediate algebra is where their dreams and aspirations wither and die under the negative influence of a curriculum which does not serve their needs.  Even for those who need pre-calculus, the traditional intermediate algebra course does not signficantly increase their mathematical proficiencies.  [The procedures learned are soon forgotten, and not much else was learned in the first place.]

Let’s ban intermediate algebra.  In its place, we should offer a version of the New Life “Transitions” course.  The Transitions course learning outcomes focus on providing mathematical preparation as part of a general education, especially if the student will take science courses (biology, chemistry, etc).

If you do not know about the Transitions course, take a look at the learning outcomes listed at https://dm-live.wikispaces.com/TransitionsCourse.   This course focuses on concepts and connections between concepts, so that students gain more than procedures.  The particular outcomes were chosen to be part of the general education of students needing science courses; some ‘STEM enabling’ outcomes are listed as an option for a course preparing them for pre-calculus.  The “Instant Presentations” page here has a presentation on the Transitions course; see https://www.devmathrevival.net/?page_id=116 

Of the two New Life courses, the first course “Mathematical Literacy for College Students” (MLCS) has generated more interest as an alternative to a traditional beginning algebra course.  I find this interesting, since we could argue that intermediate algebra is a worse match to student needs.  Curiously, the Transitions course is somewhat similar to some materials that are already on the market … which means that implementing Transitions avoids some of the challenges faced by those working on MLCS.

Some of you have been thinking “hey, we are required to use intermediate algebra as the prerequisite for all college-credit math courses”.  Well, I know … our profession needs to work on that problem.  Presently, the Developmental Mathematics Committee (DMC) in AMATYC is working on a position statement related to this problem; see http://groups.google.com/group/amatyc-dmc 

Obviously, I do not really expect us to ‘ban intermediate algebra’ (though I can dream!!).  Perhaps some of us can help our students by using the Transitions course as an alternative for those students who to not need pre-calculus.

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