March 27, 2009
Our Students Need More Practice in Actual Thinking
During a recent meeting of a committee charged with reviewing my state's higher-education core curriculum, a committee member asked, "Do students really need two math courses?"
In a word, yes.
Admittedly, as an undergraduate English major, I may have asked the same question myself a time or two. And certainly it's true that, in the nearly three decades since I sweated through pre-calculus, I've never once had to factor an equation — nor, frankly, do I remember how.
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