A Rationale for Irrationals: An Unintended Exploration of e

Author:
Nicholas H. Wasserman
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Volume/Issue:
Volume 107: Issue 7
Page(s):
500–507
DOI:
https://doi.org/10.5951/mathteacher.107.7.0500
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Subjects:
Grade(s) or Audience, Grades 9-12, Ninth, Tenth, Eleventh, Twelfth, Math Topic, Algebra, Functions and Trigonometry, Functions, Other Topic, Problem Solving
Keywords:
CCSS.Math.Content.HSF-IF.C.7e; CCSS.Math.Content.HSA-SSE.B.3c; CCSS.Math.Content.HSF-LE.A.1c; CCSS.Math.Content.HSF-IF.C.8b; CCSS.Math.Content.HSF-LE.A.1a

The practice of problem posing is as important to develop as problem solving. The resulting explorations can be mathematically rich.

Contributor Notes

Nicholas H. Wasserman, wasserman@tc.columbia.edu, completed this article while an assistant professor at southern Methodist University in Dallas. he has since assumed a position as an assistant professor at teachers college, columbia University, teaching graduate mathematics and education courses. his interests remain developing teachers' mathematical content knowledge and exploring how problem solving and mathematics can inform the work of teaching.

(Corresponding author is Wasserman wasserman@tc.columbia.edu)
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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2014
Page Count:
8
Article Category:
Research Article
Print Publication Date:
01 Mar 2014
Online Publication Date:
Mar 2014
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