Title: About This Course
Course: Intermediate Algebra - In Development > Section: Intermediate Algebra Curriculum Documents (A)

About the course

Mathematics has the extraordinary power to reduce complicated problems to simple rules and procedures.  Therein lies the danger in teaching mathematics: it is possible to teach the subject as nothing but the rules and procedures – thereby losing sight of both the mathematics and of its practical value.  The revision process into the third edition of Intermediate Algebra, produced by teachers from Anoka-Hennepin and math consultants from the local area, strives to refocus the teaching of mathematics on concepts as well as procedures.

For teachers here are your guiding principles:  Varied Problems and the Rule of Four

Since students usually learn most when they are active, the exercises in a text are of central importance.  In addition, research has shown that multiple representations encourage students to reflect on the meaning of the material.  Consequently, we have been guided by the following principles.

- Our problems are varied and some are challenging.  Many cannot be done by following a template in the text.
- The Rule of Four promotes multiple representations.  Each concept and function is represented symbolically, numerically, graphically and verbally.
- The components of these Intermediate Algebra materials make every effort to tie together conceptual knowledge and procedural fluency.  Functions as models of change is a central theme, and algebra is integrated where appropriate.
- Problems involving real data are included to prepare students to use mathematics in other fields.

To use mathematics effectively, students need skill in both symbolic manipulation and the use of technology.  The exact proportions of each may vary widely, depending on the preparation of the student and the wishes of the instructor.

For students the material balances skills and conceptual Understanding

These materials stress conceptual understanding and multiple ways of representing mathematical ideas.  Our goal is to provide students with a clear understanding of the ideas of functions as a solid foundation for subsequent courses in mathematics and other disciplines.  When we designed this material, we started with a clean slate; we focused on the key concepts, emphasizing depth of understanding.

Skills are developed in the context of problems and reinforced in a variety of settings, thereby encouraging retention.  This balance of skills and understanding enables students to realize the power of mathematics in modeling.

How to use this course:

Teachers can follow the pacing guides included in the unit plans. The course was designed to meet MN math standards and how the course meets the standards is laid out in the UBD docs.

Questions: For technical questions regarding the course contact Bruce DeWitt @ Bruce.DeWitt@anoka.k12.mn.us. For content related questions contact Renee Voltin @ Renee.Voltin@anoka.k12.mn.us