“I’m never going to use that!” Variations of this war cry are frequently lodged in protest against that Torquemada-ish, 7th level of hell known as “high school algebra.” I am inclined to sympathize with this lament, but not for the reasons one might suppose. The problem, you see, lies not in the pragmatics – the usefulness (or lack thereof) of the subject – but rather in the pedagogical techniques and intentions with which it is presented. Algebra, as it is almost universally taught in secondary school, is little more than a peculiarly mangled arithmetic. Algebra as it ought to be taught is relational logic, it is algebraic reasoning.
So what does the above mean?