ABSTRACT
A major objective of the curriculum is that students will be able to apply the three steps in solving a mathematical nonroutine problem to solve meaningful problems that might not appear to be mathematical in nature but require the three steps for a good solution. This chapter focuses on two strands of nonroutine problems for which the focus is on ecology problems and problems that attempt to increase the student’s appreciation of diversity. The 12 problems discussed in this chapter are all meant to be meaningful problems not focusing on traditional mathematics content but requiring the three steps of a nonroutine problem to solve. Each of these problems is described in detail including a sample of directions for students, processing suggestions, ideas for assessment, guidance for the teacher and ideas for extensions.
