I agree with Kate's assessment that everything needs to be changed, as well as with Lee who observed that college algebra currently serves no one. Research in mathematics education offers insight into the ways of understanding function that are important for calculus. I add to Kate's list covariational reasoning and developing an intuition about rate of change for the functions studied in precalculus. Below is a list of several papers and book chapters that have helped me develop learning activities for my precalculus students.

Also, the answer to the question, 'should we allow students to use technology to...?' should be a resounding, 'Yes.' I can't believe this issue has persisted for 30 years.

Carlson, M., Jacobs, S., Coe, E., Larsen, S., & Hsu, E. (2002). Applying covariational reasoning while modeling dynamic events: A framework and a study. *Journal for research in mathematics education*, *33*(5), 352-378.

Oehrtman, M., Carlson, M., & Thompson, P. W. (2008). Foundational reasoning abilities that promote coherence in students' function understanding. *Making the connection: Research and teaching in undergraduate mathematics education*, *27*, 42.

Thompson, P. W., & Carlson, M. P. (2017). Variation, covariation, and functions: Foundational ways of thinking mathematically. *Compendium for research in mathematics education*, 421-456.

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Ann Sitomer

Senior Researcher

STEM Research Center

Oregon State University

Corvallis OR

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Original Message:

Sent: 07-11-2023 10:45:04

From: Robert Cappetta

Subject: Changing the Precalculus and Calculus Curricula?

There are demands to change the precalculus and calculus curricula. Do students still need to learn topics like synthetic division or Descartes's Rule of Signs? Might it be valuable to increase the use of real data analysis in those courses? As we see our colleagues in the social sciences and humanities struggle with the realities of artificial intelligence, how should mathematics instructors change how they manage homework, quizzes, and exams? Of course the pandemic changed everything in education, and the demand for distance learning is clearly not going away, so how does that affect students learning advanced mathematics courses?

**If you could change one thing about the precalculus algebra/trigonometry curriculum what would it be?**

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Robert Cappetta

Florida SouthWestern State College

FL

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