Doing the Math - JHU Mathematics - Johns Hopkins University

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is called the Algebra I/Data Analysis Test. The VSC for Algebra I/Data Analysis is
closely aligned with this test. The inclusion of data analysis as part of algebra I is
indicative of the broad, national tendency to emphasize applied mathematics over
traditional, more abstract mathematics.
An Introduction/Rationale for the Algebra I/Data Analysis VSC is offered by the
Maryland State Department of Education with excerpts that illuminate the basic
curricular approach of the VSC for Algebra I/Data Analysis:
As our society and technology changes, so too does the mathematics
which is accessible to students and the way in which it is taught
and learned.
The core learning goals call for a shift in emphasis from
memorization of isolated facts and procedures and proficiency
with paper-pencil skills to emphasis on conceptual understandings,
multiple representations and connections, mathematical modeling,
and mathematical problem solving.
Real-world applications are the backbone of this content and show
students the inherent value and power of mathematics.
With the change in technologies, the mathematical processes
change. 7
This clearly stated emphasis on applied mathematics has resulted in a de-emphasis on
the formal skills associated with traditional algebra. This de-emphasis is pronounced
enough that some Maryland college mathematics educators have criticized the VSC
for Algebra 1/ Data Analysis and the HSA for being practically devoid of what is
traditionally thought of as algebra. 8 Moreover, the HSA Algebra I/Data Analysis test is
designed to be taken with a calculator, so basic arithmetic fluency is not emphasized.
The inclusion of data analysis into algebra I courses creates an additional problem for
the high schools attempting to follow the VSC. The focus on data analysis in the
Algebra I/Data Analysis course may mean that much of the traditional material
covered in an algebra I course, such as basic manipulation of expressions and
equations, is not covered. This leaves students unprepared for their algebra II
courses. One administrator in Baltimore wants to develop a “bridge” course to
specifically address this disparity. In the absence of such a “bridge” course, much of
the material covered in algebra II is necessarily the material that would traditionally
have been covered in algebra I.
Doing the Math 7