Students learn Algebra from their teacher; outside influences don’t influence what a student knows. Were we to replace Algebra with some other logical system which is considered more immediately applicable, then knowledge of other areas or media or friends and family would give some students advantages over others.

I imagine that the Calculus requirement came from a place of expecting students to demonstrate conquering a course sequence decided at the time when a course sequence in Statistics wasn’t invented yet; what would that sequence look like, and would it end up with the same complaints?

]]>I’d guess something similar is going on with Stats.

Sorry if this was mentioned before. I tried to read the whole thread, but I admit so skimming some of the comments.

]]>I also strongly dislike when people say, “This math course is important because it teaches you to problem-solve”. Sure, yes it does. But we should be teaching relevant mathematics, not simply problem solving. Why not have both? ]]>

I understand a university’s interest in sorting undergraduates based on preparation for success in graduate school. I’d just like to see them sort on skills that matter to the work.

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