I find myself moving more and more towards project-based mathematics as
I try to incorporate the standards. This gives you the depth of
knowledge (the focus of the project) while also allowing a fairly wide
breadth since it is almost always the case that a wide variety of math
topics surface as a project is attempted. I've had a few really
successful projects (probability, percent) which have given me hope for
this approach. However, I often struggle with how to present a specific
topic in a project form. For example, inequalities, conjunctions and
disjunctions. For the life of me, I can't really figure out any long
term project that will require that the students construct their own
knowledge about these topics. Any ideas?
Sharon Mensing
smensing@bellatlantic.net
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