Our teachers misled us, but we don't blame them. They were only teaching what was in the textbook. And as new teachers—because of our lack of experience and our reliance on the textbook—we continued to teach the procedure we had learned as students. It wasn't until we began writing textbooks ourselves (Wilson 2007; Wilson et al. forthcoming) that we were compelled to confront the inverse function falsehoods in our intellectual past. These contradictions were difficult to detect because they were broadly accepted and perpetuated in widely used textbooks

Contributor Notes

Frank C. Wilson, frank.wilson@cgcmail.maricopa.edu, Scott Adamson, s.adamson@cgcmail.maricopa.edu, and Trey Cox, trey.cox@cgcmail.maricopa.edu, teach students algebra through differential equations at Chandler-Gilbert Community College in Chandler, Arizona.

Alan O'Bryan, alan.obryan@gilbertschools.net, teaches high school mathematics at Campo Verde High School in Gilbert, Arizona. All four present at national and regional mathematics conferences and write textbooks and activities focused on answering the question “When am I ever going to use this?” David Badame

(Corresponding author is Wilson frank.wilson@cgcmail.maricopa.edu)
(Corresponding author is Adamson s.adamson@cgcmail.maricopa.edu)
(Corresponding author is Cox trey.cox@cgcmail.maricopa.edu)
(Corresponding author is O'Bryan alan.obryan@gilbertschools.net)
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