I think there is a common mis-conception that developmental mathematics
is a parallel to K-12 mathematics. There are two basic factors which
show a large difference:
1) Learner development -- Almost all of our students are 19 years
old (or OLDER); they bring a much more complex (and stronger)
set of learning skills and capabilities. This is one reason
why it sometimes actually works to present the same math in
the same way. (Although I still argue for significant reform.)
2) Purpose -- Almost all of our students take "math" because they
have to, either to satisfy a program/college requirement or to
satisfy a prerequisite to a course. There is far less of
the
"prerequisite" function for K-12 mathematics, and some colleges
(including mine) describe their college math requirements in
ways that are primarily algebraic (though including other
fields in minor ways).
A third issue is the goal of the curriculum: high school tends
towards an "experiential" goal as opposed to the competence goal for
most collegiate courses. (This is a weak generalization, but is based
on the assessment practices in each setting.)
One could also question whether "K-12" or "colleges" is more resistant
to reform or change; as institutions, however, they are both quit
conservative -- I would not want to wager any sum of money on either
one accepting a basic change in a short period of time.
Therefore, I believe that the status of math courses in K-12 should have
little to do with the curriculum in college. However, I think our
decisions need to be informed by a solid understanding of the K-12 math
culture in our local schools, and there are some very major issues
dealing with assessment and placement that relate to the K-12 math
curriculum.
In the specific case of "algebra", I believe we will continue to see
changes in our courses that integrate other fields of mathematics, but
that most colleges will continue to have courses like "pre-algebra",
"beginning algebra" and "intermediate algebra" for at least another
decade.
(By the way, my observation of our local schools would not support the
statement that "Algebra I" may soon disappear, or that the high school
curriculum may not contain an algebra course. Not only do most of the
high schools still have such courses, I have not heard of any particular
movement away from them -- and the students coming to us still place
into "developmental" mathematics at a high rate.
In any case, thanks for sending us the note, Rob; I look forward to
hearing more about the symposium!
--
<<<<<<<<<<<<<<<<<<<< from >>>>>>>>>>>>>>>>>>>>
Jack Rotman phone (517)483-1079
Math Professor ROTMAN@ALPHA.LANSING.CC.MI.US
Lansing Community College Lansing, MI
"Like all art & science, mathematics surrounds us."
<<<<<<<<<<<<<<<< Math Success ! >>>>>>>>>>>>>>>>>
dept web page http://www.lansing.cc.mi.us/sas/mathsci
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