![]() The inclusion of tasks in this volume is intended to highlight particularly compelling problems whose context lies outside of mathematics, not to suggest a curriculum. There are many good sources of compelling problems from within mathematics, and a broad mathematics education will include experience with problems from contexts both within and outside mathematics. The tasks in this report illuminate some of the possibilities provided by the workplace and everyday life.Ĭontexts from within mathematics also can be powerful sites for the development of mathematical understanding, as professional and amateur mathematicians will attest. The essays in this report provide some rationale for this premise and discuss some of the issues and questions that follow. This volume takes as a premise that all students can develop mathematical understanding by working with mathematical tasks from workplace and everyday contexts. ![]() In envisioning a future in which all students will be afforded such opportunities, the MSEB acknowledges the crucial role played by formulae and algorithms, and suggests that algorithmic skills are more flexible, powerful, and enduring when they come from a place of meaning and understanding. The above statement remains true today, although it was written almost ten years ago in the Mathematical Sciences Education Board's (MSEB) report Everybody Counts (NRC, 1989). To participate fully in the world of the future, America must tap the power of mathematics. ![]() For nations, it provides knowledge to compete in a technological community. For citizens, it enables informed decisions. No longer just the language of science, mathematics now contributes in direct and fundamental ways to business, finance, health, and defense.
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