Nonroutine function tasks are more challenging than most typical high school mathematics tasks. In our classes of precalculus students and preservice mathematics teachers, we have found that nonroutine tasks encourage our students to expand their thinking about functions and their approaches to problem solving. As a result, they gain greater appreciation for the power of multiple representations and a richer understanding of functions.

Contributor Notes

Christine P. Trinter, cpt6p@virginia.edu, is a doctoral candidate in mathematics education and project manager of Project Parallax, a gifted identification project in the Curry School of Education at the University of Virginia in Charlottesville.

Joe Garofalo, garofalo@virginia.edu, is associate dean of academic affairs at the Curry School of Education.

(Corresponding author is Trinter cpt6p@virginia.edu)
(Corresponding author is Garofalo garofalo@virginia.edu)
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