ABSTRACT
In significant measure, disappointing results on student achievement tests in the United States (National Center for Education Statistics, 1996, 1997, 1998) can be traced to our nation's approach to algebra, which is to introduce it abruptly and late, isolate it in courses separated from other mathematical subject matter, and teach it primarily as a series of procedural symbol-manipulation skills. Exacerbating this situation is the shortage of appropriately credentialed mathematics teachers, especially at the secondary level in urban districts (Glenn et al., 2000). The U.S. algebra problem has its roots in the separation of arithmetic from algebra, a separation that extends back to their separate origins and distinct historical purposes (Kline, 1972; Swetz, 1987). Although not new, this problem has become more acute and visible as algebra's role as filter and barrier to opportunity has been recognized (Moses, 1995) and as political forces have aligned to legislate algebra into every student's school experience in states across the country within one or another accountability regime. The great majority of the population's mathematics experience is now expected to include not only arithmetic, but also algebra.
