Developmental Mathematics Revival!

Is Algebra Bad?

Today was the first meeting of my favorite class — Math119 is called “Math – Applications for Living”, which follows beginning algebra in our curriculum as one of the options for an associate degree. Math119 is a mathematical reasoning or literacy class.

At the start of the class, I asked the group “Why did you take this class … it is not required specifically of any student?”

The first answer: “Because it is not algebra!!” This got nods of agreement, and several students supported the comment. These students — some accomplished, some challenged to pass — were taking a course that is essentially all word problems to avoid taking an algebra class. Of course, I was honest and told them that I would be sneaking in some algebra in this class (which got some people laughing).

Why does ‘algebra’ have a bad reputation among some students? Some readers will be sure that this is because we teach algebra without making it relevent for students, that the situation would be much improved by basing an algebra course on contexts that the student can identify with. My conversations with students leaves me with the conclusion that this is quite untrue, for the majority of the general population; those students only interested in a quick path to an occupation based on training are the main exception.

No, I think the problem lies much deeper than ‘context’. Our algebra courses cover topics in a disconnected manner, with unnecessary (and sometimes outlandish) complications in the problems … because we focus so much attention on procedures and correct answers. It’s also true that we avoid applications of algebra that might involve ‘weird’ numbers or (gasp!) problem solving skills. Most of our algebra courses, especially at the developmental level, are not respectful of human intelligence (including those at my institution).

I hope to share other experiences from this Math119 class; may you enjoy the stories!

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Math curriculum in general | Jack Rotman | January 10, 2012 3:43 pm

4 Comments

By Brenda Shepard, January 10, 2012 @ 5:52 pm

What curriculum/text do you use for this course. This is exactly the type of thing we are looking for at LMC.
By Jack Rotman, January 11, 2012 @ 7:51 am

Brenda:
Our text is “Using & Understanding Mathematics” (Bennett & Briggs, 5th edition). I gave a presentation on this course at the AMATYC conference — see http://www.amatyc.org/Events/conferences/2011Austin/proceedings/rotmanS163.pdf
Jack
By Peter Brown, January 14, 2012 @ 7:58 am

Jack, powerful succinct observations. Is this course in the stem tradition? What majors might take this course?
By Jack Rotman, January 14, 2012 @ 3:34 pm

This course (Math119) is a non-stem course; the audience is diverse, and includes some transfer students. Currently, the course is not connected with any particular majors — we get fire science, child development, and emergency medical technicians, along with those seeking a general associates degree before transferring.
Thanks for the comment!