To Advance Quantitative Literacy, Improve College Algebra
By Don Small, U.S. Military Academy, West Point, NY 10996

Traditional college algebra should be improved to serve as a base course for quantitative literacy. The improved course should focus on elementary data analysis, functions, and modeling. It should also emphasize developing communication skills, the use of appropriate technology, and small-group projects. The goal of the course should be to enable students to gain confidence in their ability to approach quantitative problems in other disciplines, in society, and the workplace. This goal underscores the importance of interdisciplinary cooperation in both the development and in the on-going assessment of the course. This cooperation establishes links to other disciplines that can provide problem–solving experiences for students based on their college algebra course. In this manner, college algebra merges with quantitative literacy to form problem-solving programs that extend throughout students’ academic careers. The interdisciplinary component is essential to realize the potential of the symbiotic relationship between improved college algebra and quantitative literacy.

There are several advantages to improving the traditional college algebra courses over establishing a new course to serve quantitative literacy. For example, the position of college algebra is well entrenched in the college curriculum, the course serves more students than any other credit bearing mathematics course, and it is a college gateway for a large percentage of students. Traditional college algebra is generally recognized as a course that does not work - large FDW rate, few students go on to calculus, content is not applicable to student interests, etc. Thus many mathematics departments may be receptive to changing both the focus and the content of the traditional course.

Improving college algebra to serve as a base course for quantitative literacy, allows us to avoid both the political problem of finding a home for a competing course and the practical problems of attracting students and developing faculty support. Avoiding these unnecessary challenges allows us to focus on the more important issues of building interdisciplinary collaboration and developing appropriate curricula. The growing parallel movements to improve college algebra and to develop quantitative literacy programs can and should reinforce each other.