This essay addresses issues that the NSF-sponsored integrated curricula create for university mathematics departments. As a consequence, their first interaction with integrated mathematics often comes after a call from the admissions office, where someone wants to know whether the university should accept these courses as college-preparatory mathematics. The course titles suggest to many in admissions that integrated mathematics is not college-preparatory mathematics. Persistent parents often force the issue to the mathematics department, in the hope that a more informed decision can be made.
Available data indicate that it is, even when the question is framed in different, legitimate ways.
For example, one question that high school faculty have had to address is whether integrated mathematics prepares students to take Advanced Placement calculus or Advanced Placement statistics. One can argue that an answer of yes is an indicator that students are prepared for university work. A second way to address the readiness issue is by asking how well students who take integrated mathematics fare on traditional examinations or tests. Again, evaluations of the integrated projects support the claim that integrated mathematics is appropriate preparation for college work. Analyses of SAT and ACT data consistently show results at least as good as those for similar students who take more traditional coursework.