A Rationale for Irrationals: An Unintended Exploration of "e"

Autor/in	Wasserman, Nicholas H.
Titel	A Rationale for Irrationals: An Unintended Exploration of "e"
Quelle	In: Mathematics Teacher, 107 (2014) 7, S.500-507 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Academic Standards; Number Concepts; Problem Solving; Teaching Methods; Learning Activities; Faculty Development; Inservice Teacher Education; Elementary School Teachers; Secondary School Teachers; Graduate Study + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	Today, the Common Core State Standards for Mathematics (CCSSI 2010) expect students in as early as eighth grade to be knowledgeable about irrational numbers. Yet a common tendency in classrooms and on standardized tests is to avoid rational and irrational solutions to problems in favor of integer solutions, which are easier for students to comprehend and check. Common irrational numbers as well as their applications in the world are frequently approached from their traditional developments. This article provides an exploration of how the irrational number "e" emerges from various solution strategies to an unconventional problem and an example of how problem posing can lead to interesting mathematics. A bibliography is included. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10