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What is Optimal Disparity

Chapter 4
Global Perspectives and Practices for Reform-Based Mathematics Teaching
The level of difficulty of a nonroutine problem given to students to solve needs to be appropriately challenging, meaning that the problem cannot be solved straightforwardly, nor is the problem unnecessarily frustrating. Theoretically, this is considered the type of instructional problem (with appropriate processing) likely to improve the student’s ability to solve nonroutine problems.
Published in Chapter:
A Holistic Approach to Teaching the Process of Problem Solving: A Curriculum of Nonroutine Problems
Robert (Bob) H. London (California State University, San Bernardino, USA)
Copyright: © 2022 |Pages: 20
DOI: 10.4018/978-1-7998-9422-3.ch004
Abstract
This chapter concerns an approach to teaching mathematics that facilitates the student seeing the connection between the process of solving nonroutine mathematics problems and solving significant problems in the student's life. In this chapter, the author will define a nonroutine problem; discuss the concept of a curriculum of nonroutine problems; discuss a few examples of nonroutine problems, including some that facilitate the student seeing the connection between the process of solving nonroutine mathematics problems and solving significant problems in the student's life; and suggest guidelines for implementing a curriculum of nonroutine problems consistent with improving the Common Core Mathematical Practices and the concept of reform-based mathematics education.
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