The need for algebra for non-STEM majors is a hotly debated topic. Intermediate algebra is said to be one of the biggest hurdles to obtaining a high school or college degree with students of color and first-generation undergraduates being the most greatly affected. For this reason, some community colleges are looking at removing the college algebra requirement to help students succeed and improve graduation rates. Should traditional college requirements be removed in order to help students “succeed” and to help colleges improve graduation rates? But then again, how often do we use algebra, beyond the basics, in our daily lives?
At first glance it would appear that proponents for removing the algebra requirement, at least at the administrative level, are in favor for their own interests. By removing the algebra requirement, graduation rates can be improved, thereby making colleges appear more successful. It is also objectionable, to some, that the college learning experience is being diluted, and therefore diminishing the value of college degrees. Some would also argue that in omitting algebra, students are being deprived of the opportunity to struggle through problem solving, find the joy of discovering a solution, and ultimately discover a passion for the STEM disciplines. The argument for exposure to the subject is strong and many of us can admit that we found value, though not immediately appreciated, in classes outside of our areas of focus such as literature, history, and philosophy (for those of us in STEM disciplines). I can say that as my career has evolved more toward management that these subjects have played a greater role in my daily operations. And of course, there are the institutions, like MIT and Caltech, that want everyone to be proficient in mathematics.
Counter to these views, there is research arguing that advanced mathematics are not necessary for students to succeed. There are arguments that numeracy is important but that the traditional concepts of numeracy are different from what we really need to function in society and to make informed decisions. Research from the Carnegie Foundation and the Dana Center at the University of Texas demonstrates that programs in basic statistics and more real-world applied mathematics will produce more successful students and that intermediate algebra is not a required ingredient for success.
I am on the fence on this debate. I have degrees in science and engineering and I will admit I struggled with more advanced classes at times; I am not a natural. I thought I would never use it once I was done with graduate school. But, what led me pursue these degrees, and my profession, was an introduction to trigonometry in the sixth grade. I was amazed that I could calculate the height of an object by measuring my distance from it and using the sine of the angle formed from the object’s base to its top. It was that “Aha” moment that changed my life. On the other hand, I am very much a proponent of a data and numerically literate citizenry. If I had to choose, I would put aside my arrogance about my degrees and the classes I took to have a greater population of data literate citizens with a basic knowledge of basic statistics.
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