What Should Not Be in The Algebra and Geometry Curricula of Average College-Bound Students?

Abstract

Arguing against topics already in the curriculum—what this article tries to do—is certain to arouse emotions. Every topic in the curriculum is beloved by some mathematicians or mathematics teachers. If there were not such a constituency, how would the topic have become standard in the first place? We see today how difficult it is it to change practice. Every topic entered the curriculum at some time with what were, for that time, compelifng reasons for its inclusion.