Comparison of modern and traditional first year algebra texts

Abstract

Scope of Study: The mathematics curriculum is in the midst of a revolution in which many changes are being made. These changes are concerned with new approaches to traditional subject matter although some new material is being introduced. The purpose of this report is to compare some of the more significant changes from what has been taught traditionally in first year algebra. This comparison involves the Ball State, the School Mathematics Study Group, and the University of Illinois Committee on School Mathematics projects and the traditional approach of First Course in Algebra, a revised text by Mallory, Meserve, and Skeen.

Findings and Conclusions: The study indicates that it is possible to take a more meaningful and understandable approach to first year algebra than has been utilized traditionally. In order to do this it is necessary to re-orient objectives and make some radical changes in course content and teaching methods. The Ball State, SMSG, and UICSM texts are fine examples of what can be accomplished with a unified, "modern" attack on the central themes of algebra.