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Abstract
Issues within college algebra are well-documented. Over the past two decades, reform has brought about significant modifications in the course, yet to date there has been no synthesis of the efficacy of these efforts. This paper situates college algebra within a historical context, and synthesizes research on reform. I argue that, notwithstanding the successes brought about by change, the course is still not in a position to fulfill quantitative literacy requirements; that is, there exists nontrivial components of quantitative literacy that a college algebra course, by its nature, tends not to provide. I conclude with realistic steps forward for administrators and instructors.
Notes
1 See Gordon [Citation9] or Haver et al. [Citation10] for treatments of issues in college algebra.
2 Many sources include college algebra with trigonometry as part of the enrollment figure for college algebra. I choose to group such a course with precalculus.
Additional information
Notes on contributors
Samuel Luke Tunstall
Samuel Luke Tunstall is a PhD candidate in mathematics education and University Distinguished Fellow at Michigan State University. His research interests include quantitative literacy and general education curricula at post-secondary institutions. Having taught college algebra while completing his master's degree, he became interested in its place within undergraduate education and its efficacy in fostering quantitative literacy. He enjoys reading fiction and spending time with his dog, Copper.