Download Algebra for everyone by Edgar L Edwards; Mathematics Education Trust PDF

By Edgar L Edwards; Mathematics Education Trust

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Mathematics Teacher 79 (November 1986): 592-96. Committee of Inquiry into the Teaching of Mathematics in the Schools. Mathematics Counts (The C ockcroh Report). London: Her Majesty’s Stationery Oftice, 1982. , Ina V S. Mullis, Mary M. Lindquist, and Donald L. Chambers. The Mathematics Report Card: Are We Measuring Up? Trends and Achievement Based on the 1986 National Assessment. : Educational Testing Service, 1988. Driscoll, Mark. Research within Reach: Secondary School Mathematics Teaching. : National Council of Teachers of Mathematics, 1983.

The central core of being algebraically skillful is being able to confront a problem that might be somewhat vague and use mathematical thinking and reasoning to formulate a mathematical version ofthe problem; represent or model the mathematical problem in, perhaps, more than one way; solve the mathematical problem using whatever tools are appropriate; and interpret the solution in the context of the original problem. A final step in the process described might even be to formulate additional questions or generalize the solution strategies and results to other situations.

Elementary algebra, geometry, advanced algebra, and additional work in computers, statistics, and probability will be necessary to open doors in practically every field. Mathematics courses have tended to screen out certain groups, such as minorities, females, and students from low-income families, in excessive numbers. This process has contributed to the inequities in employment and income that exist in society today. To achieve an equitable society, we must change the algebra course from a filter that screens out segments of our population to a pump that propels all students toward opportunity (National Research Council 1990).

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