In Part Three, the author reviews the basic ideas presented in Parts One and Two while arguing why the traditional equation-solving developmental algebra curricula is not a good choice for implementing neural response strategies presented in the first two parts. He continues by showing that the developmental algebra student audience is simply mathematically underprepared, and that developmental programs have not risen to the task of educating them successfully. The article continues by discussing various "traditional thinking" solutions to the developmental algebra issues that have not changed the matriculation or graduation rates in 40 years. In preparing for his "solution," he discusses brain issues that are contributing factors to the current situation. The article ends with a brain-based proposal of using function as an underlying theme to develop the the neural responses desired to improve understanding and long-term memory through: (1) embedded connections among function and algebraic concepts and procedures; (2) visualizations used daily and early; (3) meaning and connections added through contextual situations; and (4) pattern building to a generalization implemented through graphing calculator guided-discovery activities. [For Part 2, see EJ944642.]