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. Chapter 9 explores three types of problems: (1) nonroutine problems that focus on problems directly related to the students’ classroom, school and/or community; (2) individual and class nonroutine problems specific to their context and (3) a few additional nonroutine problems that tend to be meaningful to most students. 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.
