Misundertanding of Algebra: Why We Should Continue to Have It in Our Math Programs

Algebra is not an easy subject for many people. It is full of letters, numbers, and rules mixed together to represent real life problems that are hard to swallow for anyone who doesn’t look at the world from the perspective of a mathematician. In his essay, “Wrong Answer: A Case Against Algebra II”, Nicholson Baker addresses this problem and explains why he thinks Algebra II should not be seen as a staple in the education of High school students.

Algebra is a critical aspect of mathematics which provides the means to calculate unknown values. According to Bednarz, Kieran and Lee (as cited in Chick & Harris, 2007), there are three basic concepts of simple algebra: the generalisation of patterns, the understanding of numerical laws and functional situations. The understanding of these concepts by children will have an enormous bearing on their future mathematical capacity. However, conveying these algebraic concepts to children can be difficult due to the abstract symbolic nature of the math that will initially be foreign to the children. Furthermore, each child’s ability to recall learned numerical laws is vital to their proficiency in problem solving and mathematical confidence. It is obvious that teaching algebra is not a simple task. Therefore, the importance of quality early exposure to fundamental algebraic concepts is of significant importance to allow all

One reason algebra II should be required is that it prepares students for college. One expert said "Students who take algebra II are more likely to have a full-time job with benefits after graduation and be healthier.”Also, taking away these requirements would leave students unprepared for college and technical school. The article states “the new changes still require algebra II for honors diplomas, or for diploma plans focusing on science, technology, engineering and math courses. Honor diplomas can ensure automatic admission to Texas public universities.” This proves

I was a junior at Brentwood High School, who arrived to the United states from Peru a couple of months ago, and after complaining for three months, Christine Burrows, my guidance counselor, decided to change my Algebra class by a “higher” level math.

The “Accelerated Algebra Issue” has been leaving educators and parents over some difficult questions. When should formal algebra be taught? Who should be taking Accelerated Algebra 1/Geometry or any accelerated mathematics course in middle school or in high school? How should algebra be presented and in what form? How should student placement be determined?

Geometry and Algebra are so crucial to the development of the world it is taught to every public high school in the United States, around 14.8 million teenagers each year (National Center for Education Statistics). Mathematics is the engine powering our world; our stocks, economy, technology, and science are all based off from math. Math is our universal and definite language “I was especially delighted with the mathematics, on account of the certitude and evidence of their reasonings.” (Rene Descartes, 1637).

In my WIKA for week 5 on algebra (Appendix N) I explain that algebra is used as a means of representing data or something that simplifies an expression. I go on to explain the ways in which algebra has been used in physics and mathematics and is the backbone of each and every formula in these and other scientific disciplines and even give an example of how algebra can be used to simplify very abstract problems.

America has been experiencing problems with math in education. Internationally we are not doing very well in math. This is not good for us as a country because math is an important part of our country’s growth. One reason for our failures in mathematics is because of the inadequate teachings of math in school. Some reasons why Americans are not good in math is because we teach memorization, teaching to the test, and teaching only the procedure.

Historically, the need to solve real-world problems and those which became apparent from mathematical researches, motivated the algebra. Through the later stages of history, the algebra has grown into a powerful tool for defining and utilizing the mathematical systems. Today algebra is more in the form of generating problems and tools to solve those problems. (Katz, 2007, p.198). Algebraic reasoning is abstract in nature, also the use of mathematical symbols and structural features related to the learning of algebra turns it into a challenging element of mathematics. (Ayieko, 2016, p.140). Traditionally the study of algebra postponed until adolescence because the need of analytical skills. (Carraher, 2006, p.87). In the elementary

Most students in my algebra II class, in high school, disliked math substantially. Math was only required to be taken for two years and if you were going to attend college, Algebra II was a requirement. When their two years were up, I could say that about half the students did not continue math. Many students in my Pre-Cal class always had a thing about asking the teacher when they were ever going to solve a problem like that in the “real world”. I noticed that the ones who had lower standards for example, they were set on going to the junior college or going straight to working, did not continue math after two years in high school. The students who were set on going to a four year university continued on with math. The students with lower standards did not care to go above and beyond. This had me thinking. If some students felt that math was useless in the “real world”, why are we required to take it? In my opinion I feel that students should be required to take a math class as a GE requirement, but it should be math that is applied to the “real world”. Those who need math in their career can continue their math studies even further.

I’m a strong believer that everyone should take algebra. I realize that many might not share my opinion, however. There’s a joke that’s been running around for almost as long as I can remember, and it goes something like, “…and I didn’t use algebra once today!” But I bet that’s not entirely true. We use algebraic formulas each and every day, whether we realize it or not. (Math Worksheet Center, n.d.) Did you go shopping at the grocery store? I bet you use a formula to shop for the best deal. Did you drive there and have to stop and fill your tank up with fuel? I bet you used a formula to figure out the miles per gallon average you got out of your last full tank. What about at your job? Did you work with a spreadsheet at work? I bet you entered a formula into that spreadsheet to calculate something. So, I don’t feel that I’m forced to take algebra. I’m thankful for the opportunity to enhance my knowledge of

Unlike geometry, algebra was not developed in Europe. Algebra was actually discovered (or developed) in the Arab countries along side geometry. Many mathematicians worked and developed the system of math to be known as the algebra of today. European countries did not obtain information on algebra until relatively later years of the 12th century. After algebra was discovered in Europe, mathematicians put the information to use in very remarkable ways. Also, algebraic and geometric ways of thinking were considered to be two separate parts of math and were not unified until the mid 17th century.

This paper will show the history of algebra, how it started, and how it grew to be what it is today. It will show that it started it developments from the basic arithmetic operations that first were used to solve simple addition, subtraction, multiplication, and division and how it went incorporating more operations that permitted it to solve problems that involve abstract concepts. It will show that the recorded history begins mostly with the Egyptian papyrus, and how it went passing from one civilization. Moreover; it will show how each civilization contributed with something that at the end helped it to become what it is today, the most study mathematical subject around the world.

“Mathematics may not teach us how to add love or how to minus hate, but it gives us every reason to hope that every problem has a solution”(Unknown). The beauty of math is that it gives us an answer no matter what. Math helps the world improve in technology, problem solving, architecture, and so much more. My passion for math began with Candy Cane Reindeer.

I’ve known many people that question what purpose does learning math serve for real life, and I have been one of them. Especially complex or abstract math. Until actually spending some time reflecting on it, I never realized how many forms of math, even at its most basic, are and have been utilized in life. It seems that without knowing the basics of math it would be difficult to manage many aspects of life. That includes routine tasks where math is done automatically, without awareness or thought, to instances that arise requiring a definite awareness that math needs to be employed to figure something particular out. Math is related to life in normal life in many subtle or direct ways and it would be hard to manage without some knowledge of it. Traveling often and having resided in two countries that use the metric system, Egypt and Ireland, math was necessary for handling currency conversion to doing daily tasks. Prior to major trips abroad, adding, subtracting, multiplying, and using excel to chart predicted and known expenses, is helpful. It allows the planning of a budget for airline tickets, possible visas, and living expenses while there. Math and organization are required for planning out tasks and keeping track of dates and time lengths to accomplish many things. When taking pets abroad it’s extremely important to understand relocation procedures for a pet to make it out of the country and arrive through customs in another. This includes an