By Drew Armstrong, Associate Professor of Mathematics, University of Miami
Anyone who teaches mathematics in the US knows that the quality of education could be better, but we also know that the problems are complicated and defy easy solutions. I grew up in Ontario, Canada, where I attended high school and completed an undergraduate degree in mathematics. Afterwards I completed a Ph.D. in the United States and I have now been teaching undergraduate mathematics here for over ten years. These experiences suggest to me a change that would improve college mathematics education in the US. It won’t solve every problem, but it is something concrete that we can do right now.
Suggestion: Replace the typical one-semester “introduction to linear algebra” course with a two-semester linear algebra sequence. This would be taken in the first year of college, in parallel with calculus. It would not have calculus as a pre-requisite.
In effect, this would place linear algebra and calculus side-by-side as the twin pillars of undergraduate mathematics. I believe this would have several immediate benefits for the curriculum. In this blog post I’ll describe three of these benefits and then I’ll explain how my experience as a student in Canada and as a professor in the US has brought me to this position. Continue reading