ABSTRACT
This chapter discusses methods to implement a curriculum or sequence of nonroutine problems in a variety of professional settings, including as a coordinated component of a traditional four-year secondary mathematics curriculum, in the context of one teacher for a one-year academic or elective secondary mathematics course, an undergraduate course for liberal arts majors and as part of a curriculum integrated into the entire high school curriculum. For each professional context, the author gives examples of each method of implementation. For example, the discussion of a four-year secondary curriculum identifies 60 nonroutine problems, 15 problems per school year from seven strands, all 60 problems discussed in the previous chapters. In addition, an alternative curriculum involving eight nonroutine problems per year (with choices) for four years.
