Preface Why Just Enough Algebra?
In 1994, my colleagues at Augsburg College and I had a vision for a new course to replace our intermediate algebra course. We wanted a college level course that would serve primarily as preparation for quantitative courses across the curriculum. The framing question that led to our curricular adventure of the past three decades was
What algebra do college students need to know, and how can we make it relevant to their future studies, their lives as citizens, and their everyday life?
From these questions Just enough algebra was born.
As you will see, everything we do is in some applied context. Our choice to focus primarily on linear and exponential models; to emphasize verbal, numerical, and graphical interpretation of functions; and to include only the most essential symbolic techniques align well with curricular guides from the MAA and AMATYC . More importantly, it works. Student learn a lot in this course. They are ready for what comes next. And, they enjoy it.
Dr. Suzanne Dorée, Augsburg University2
Curricular Guide, Committee on the Undergraduate Mathematics Program (CUPM) and Curriculum Foundations Project: Voices of the Partner Disciplines, Curriculum Renewal Across the First Two Years (CRAFTY), Mathematical Association of America (MAA), 2004 and CRAFTY’s Recommendations for College Algebra, 2007
3
Crossroads in Mathematics Standards for Introductory College Mathematics Before Calculus, American Mathematical Association of Two-Year Colleges (AMATYC), 1995 and the follow up “Beyond Crossroads” report, AMATYC, 2006.
