ABSTRACT
This chapter provides the reader with the basic information concerning the conceptual framework and pedagogy for implementing a curriculum of nonroutine problems. Topics include the definition of a nonroutine problem as well as the definition of a curriculum of nonroutine problems, scaffolding, processing, evaluation, integration of the Common Core Mathematical Practices and implementing the appropriate level of difficulty. In addition, the chapter describes a number of implications of the definitions and topics for implementing the curriculum in a variety of professional contexts. While this chapter provides the basic information needed to implement a curriculum of nonroutine problems, the material is further clarified in Chapter 3 which discusses in detail ten introductory nonroutine problems especially focusing on details of implementation. In addition, Chapters 4–9 clarify these concepts in the context of additional nonroutine problems.
