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• W7742785 abstract "ven as members of NCTM rally to implement the Council's (1989) Curriculum and Evaluation Standards (Standards), well-known critics such as Washington Post columnists William Raspberry and ColemanMcCarthy?speaking from opposite sides of the political house?raise an alarm. How absurd, they say, to require algebra of all students. Ordinary people don't use algebra in their life or work. So let students choose: those who need mathematics should take algebra, those who don't shouldn't have to. Critics argue that algebra is a boring, irrelevant impediment that turns off more students than it helps. Yet the Standards document calls for a three-year core curriculum for all students. Every body Counts (National Research Council 1989) urges that students study mathematics each year they are in school. Reformist advocates of outcome based education (OBE) recommend that such per formance outcomes as effective problem solving and communication replace seat time as the requirement for graduation while traditionalist voices call for accountability in terms of improved test scores. Let's face it. For most students the current school approach to algebra is an unmitigated disas ter. One out of every four students never takes algebra, being diverted instead into dead-end sid ings such as general or consumer mathematics. And half the students who do take first-year alge bra leave the course with a lifelong distaste for mathematics. Some of these students go on to become newspaper columnists or political leaders. In fact, none of the major voices for change in school mathematics specifically urges that the pre sent version of first-year algebra be a requirement for all students. The Standards, Everybody Counts, OBE advocates, even President Bush's America 2000 plan all speak broadly in terms of outcomes for high school graduates, not of particu lar course requirements at specific grade levels. On this the mathematics community and its critics agree: first-year algebra in its present form is not essential for a quality mathematics education. This is not to say that algebra is not essential. Algebraic skills and associated algorithmic think ing are means to the ends of mathematical power (NCTM 1989), problem solving (OBE), and scientif ic competitiveness (President Bush: see Alexander [1991]). So too is geometric insight, quantitative reasoning, logical clarity, number sense, and sta tistical experience. Whether students enter the work force directly after high school or continue their studies in higher education, they must be prepared to employ a rich variety of mathematical skills in their work. McCarthy and Raspberry are partially right. Rarely will high school graduates be faced with problems presented in the language of algebra. Most often they will have to think mathematically about issues laden with incomplete data, ambigu ous graphs, uncertain inferences, and hasty gener alizations. To perform well when confronted with" @default.
• W7742785 created "2016-06-24" @default.
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• W7742785 date "2016-01-01" @default.
• W7742785 modified "2023-09-27" @default.
• W7742785 title "Does Everybody Need to Study Algebra" @default.
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