Have you ever dreamed of teaching a pre-calculus level course where the algebraic manipulation is de-emphasized and the emphasis is shifted to conceptual understanding and practical skills that directly apply to transfer classes? Learn how your wishes can come true by making simple changes around curriculum, pedagogy, and technology.

1. Taking the Algebra
out of
College Algebra
Maria Andersen
Westminster College
CEO, Coursetune
busynessgirl@gmail.com
Twitter: @busynessgirl
Busynessgirl.com

3. Partial Fraction Expansion
Conic Sections
Polynomial Long Division
Log Product and Sum Rules
Integration by Trig Substitution
Factoring, Factoring, and more Factoring
Rational Expression and Equation Hell

4. Drowning in problems like this:

5. 1878 Algebra text problems

8. Topics of Algebra may actually be the
only similarity between 1878 and 2009.

9. In 2009 we could not yet see what
would transform modern life (again).

10. https://www.statista.com/statistics/201182/forecast-of-smartphone-users-in-the-us/

11. http://www.pewinternet.org/fact-sheet/mobile/

12. http://www.pewinternet.org/fact-sheet/mobile/

13. https://www.statista.com/chart/15561/smartphone-sales-by-os/

15. The word problems don’t even make sense anymore.

16. Data is at our
fingertips, we would
never calculate this
stuff anymore.

21. Into which socket could you
place an Intel Core i5?
A. Socket LGA 775
B. Socket LGA 1155
C. Socket C
D. Socket AM3+

23. Why do we still teach this stuff?

24. Find the zeros by factoring:

29. Step 1:
What are the goals of the curriculum?
What are the modern-day goals or
competencies for this course?
What is it we ACTUALLY want students
prepared to do?

30. Competency: Graphs and Relationships
Interpret the key features of graphs and relate
graphs to the mathematics of their equations
to wisely use math in other contexts.
Competency: Create Models from Data
Create an appropriate mathematical model
for a set of data to make interpolations and
extrapolations.

31. A decent competency or course learning objective
(CLO) should have several properties:
 Relevance to program or workplace
 Longevity: Should not change as technologies and
learning resources change
 Construction: Action / Object / Purpose
 Measurable

32. Competency: Technology
Use a TI graphing calculator.
Use a graphing calculator.
Use a graphing calculator to enhance mathematical
interpretation in the real-world.
Apply technology to enhance mathematical
interpretation in the real-world.

33. Competency: Technology and Reasonability
Apply technology to enhance mathematical
interpretation and determine reasonability of
solutions since real-world problems rarely involve
integers.

34. Step 2: Eliminate curriculum bloat
Given that we now live in a world where
94% of the age 18-29 population carries a
SmartPhone and can search for information
any time they want, what changes?

36. E = Existence
S = Supported
I = Independent
L = Lifelong

37. E = Existence
S = Supported
I = Independent
L = Lifelong

38. Step 3: Utilize the SmartPhone

39. Step 3: Utilize the SmartPhone

40. What if they don’t have a SmartPhone?
Required Technology:
You must have either a laptop, smartphone, or
tablet in class every day to use the Desmos
Graphing app. If using a laptop, you’ll need to
download the Chrome Desmos Testing app.
Put the tech requirement in the syllabus.

43. Tips for allowing SmartPhone Use in Class
Phone and WiFi must be off during class.
(airplane mode with WiFi off)
If a 2-hour class, provide a 5-minute break
where you specifically state this is time
they can check their phones.
Provide a robust formula sheet.

44. Step 4: Upgrade the Curriculum
Find modern examples and reserve class
time for this.
https://www.statista.com/chartoftheday/blog/
You have to develop a daily reading routine
(NY Times, Statista, Twitter, Economist)
First 5-10 min of class – graphs in the news

49. Subscribe to the Statista Chart of the Day (free)
https://www.statista.com/chartoftheday/blog/
You have to develop a daily reading routine
(NY Times, Statista, Twitter, Economist)

50. Contemporary Algebra Applications
http://busynessgirl.com/favorites/contemporary-
algebra-applications/

51. Step 5:
Abandon Note-Taking for Problem Solving
Most of class time (90%) is students solving
scaffolded problems and challenges.
We use lap whiteboards for collaboration.

55. Markerboard People (double sided, 11x17
graphing grid) http://www.dryerase.com/

56. Making more effective use of class time
I provide a set of class notes on Canvas
after each class.

57. IPEVO Ziggi-HD HD
USB Document Camera
(Amazon.com)
iScanner App (iPhone or Android)
CamScanner (free, has watermark)

61. Step 6: Fair Assessment
Not all assessment must be tests. Assess
Supported skills another way.
Write tests while looking at the list of
learning objectives (don’t rely on memory).
Final Exams should focus on Lifetime Skills.

67. To modernize College Algebra
1. What should the goals actually be?
2. Eliminate curriculum bloat
3. Embrace the SmartPhone (or other modern technologies)
4. Upgrade the curriculum with modern and timely examples
5. Abandon Note-taking for Problem Solving
6. Fair Assessment