Michigan State will drop its algebra requirement in favor of “quantitative literacy,” reports *Inside Higher Ed*.

“We’re trying to present mathematics in a way that makes it more accessible and understandable,” said Vince Melfi, associate professor of statistics and probability. For example, students will study how probability applies to health and risk, Melfi said.

. . . students could be informed that a hypothetical person’s test came back positive for breast cancer. Based on that information, they would be asked to determine the likelihood that the person had the disease.

After arriving at answers, students would be encouraged to discuss the value of screening for diseases such as breast cancer or prostate cancer — a topic that has fostered debate among medical professionals, Melfi said. “An important part of these courses is to go beyond just manipulating symbols on a page and coming up with the right answer, and to reflect on what those answers mean in a specific context,” he said.

Statistics probably is more useful to non-STEM students than the algebra. But, I wonder about college students who can’t figure out 2x + 4 = 14. It’s not rocket science.

Wayne State University in Detroit decided to drop its general-education math requirement, but plans to introduce “math experience” courses for students whose majors don’t require math.

Remedial math — basic algebra — is a huge stumbling block for many students, especially at the community college level, reports *Science Daily*. Poorly prepared students are more likely to be able to pass statistics, City University of New York researchers have found.

New community college students assessed as needing remedial algebra were placed randomly in a remedial algebra course, remedial algebra with weekly workshops providing extra support or in a college-level statistics class with weekly workshops.

Fifty-six percent of statistics students passed compared to 39 percent in remedial algebra. By the middle of their second year in college, 57 percent of statistics students had met their college’s math requirement, compared to only 16 percent of remedial algebra students.

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