ABSTRACT
Why would anyone really care about teaching meaningful mathematics to high school students who are unlikely to attend college?
And if, for some odd reason, you did care, how could you pull it off? Anyone who’s hung around a high school – which is all of us, count-
ing our student years – knows this is an absurd ambition. The noncollege-bound show little or no aptitude for math. They arrive at high school with a history of failure and a strong dislike for the subject. And few people, including students themselves, will see much point in supplying more than a smattering of the basics. Why bang your head against this wall?
