ERIC Number: EJ1044121
Record Type: Journal
Publication Date: 2014-Mar
Reference Count: N/A
A Rationale for Irrationals: An Unintended Exploration of "e"
Wasserman, Nicholas H.
Mathematics Teacher, v107 n7 p500-507 Mar 2014
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.
Descriptors: 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
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: firstname.lastname@example.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A