by Elizabeth Olivier

Created on: February 18, 2009

Far from the most difficult level of mathematics, calculus is still a major achievement for those who succeed in completing it, regardless of age. While it seems idyllic to live in a society where every high school student should reach such a level, mandating such achievement is likely to cause more difficulties than advantages.

The reality of mathematics in our society is in stark contrast to current mandates. High school teachers can report students who still struggle with multiplication of whole numbers and constantly request to use their calculators. The order of operations still appears in the second year algebra texts because students are still struggling with the concept. Large numbers of college freshman take algebra, a class they should have completed in high school, because they are lacking the skills to test out of it. Simply speaking, our society has not prepared most students to even attempt calculus, much less to require it for high school graduation.

Drastic changes would be required in our current educational system before mandating calculus would be realistic. Starting in elementary school, math would need to be taught with a focus on calculus as an end goal. While conceptual understanding of basic mathematics is important, teachers would also need to accept memorization as necessary to keep the "basics" from slowing students down when they confront more difficult skills.

Less repetition from year to year would need to be allowed in order to progress at a fast enough pace. The current system has the advanced students reach calculus in either their junior or senior year. What is often thought of as the normal track allows students to finish pre-calculus their senior year. For the students who are significantly behind, requirements may be as low as completing geometry to graduate.

It may also be necessary to divide students by ability level (often referred to as "tracking") at an even younger age than is currently accepted to allow the greatest number of students to progress at the needed rate. Ideally, those students who are placed in lower tracks would be able to receive intensive training and eventually test into a higher track.

These suggestions fly in the face of what is currently being preached in education. Unfortunately, if we examine how students completing calculus in high school get to that level, these guidelines define their educational experience: memorize the basics, learn material the first time and have classes separate from students

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