This rings true. I can certainly remember first-grade math problems where they used an empty box instead of an x in simple arithmetic equations — e.g., 4 + x = 7, with the x depicted as an empty box — and my parents would say, “seven minus four is three, right?” It seemed to work, but I had no idea they were using simple algebra, and I had no systematic way to recreate their process.

Later, of course, we spent years doing time-rate-distance problems and other quintessentially algebraic manipulations with no mention of the simple rules and principles at work. I’m pretty sure I was the only kid who felt cheated when we got to algebra, though.

Nor, however, do I approve of trying to understand physics without the tools Newton had to invent to understand it.

Algebra is the foundation of post-arithmetic math. You can’t do any other math without it, and you can’t do any science or much programming without understanding it — understanding, not just being able to do.

As a foundation for liberal education, Algebra is much like reading, writing, and programming in that it foundationalizes huge areas of thought. And therefore someone without the ability to think that way is properly understood to be deficient.

Now, having the ability to think in many ways is only one type of skill — one highly regarded among the thoughtful, but perhaps less than necessary for someone who’s going to be an assembly line worker, or customer service rep.

The question is whether college exists to teach you to think or to teach you to do stuff related to your eventual career. Insofar as the second is winning the argument ATM, Algebra appears to be unneccessary, except in the occupations that pay well.

But “….We should have a richer and more flexible curriculum,….”

Strike “we should”.

Replace with “It’s possible for one to create” and I am with you.

That “should” stuff smacks of forcing people to do something ‘for their own good.’ You sly, progressive racist, you.