Where we started

During the years from 1988 through 1996, the authors developed a set of materials ([1], [2], and [3]) for college algebra and precalculus. Our initial discussions about teaching and writing occurred at Penn State-New Kensington, a regional campus of Penn State University. The campus has an enrollment of about 1000 students, most of whom are freshmen and sophomores. The precalculus course is populated primarily by students who plan to complete degrees in engineering, technology, or science, either at New Kensington or at Penn State's University Park campus. College algebra is often taken as a terminal course or as a prerequisite for precalculus or business calculus. Failure rates in both courses are high, and neither course has lasting value for those students who pass, but choose not to take calculus. The size of the institution and the need for transferability of credits between campuses make it difficult for an individual instructor to depart radically from prescribed course content. This limitation led us to conclude that we could improve the courses most effectively by providing innovative approaches to traditional topics.

What we planned

We wanted our materials to be flexible enough to prepare students for both traditional and reform calculus courses, and to be used by instructors with different teaching styles. Our primary goals were that each course should be a valuable educational experience in its own right, and that students should recognize the value as the course was in progress.