Many mathematics instructors attempt to insert guided exploration into their courses. However, exploration tasks frequently come across to students as contrived, pertinent only to the most recently covered section of the textbook. In addition, students usually assume that the teacher already knows the answers to these explorations.

Notes

Edited by Maurice Burke, Maurice.Burke@utsa.edu University of Texas at San Antonio

J. Kevin Colligan, jkcolligan@verizon.net RABA Center of SRA International, Columbia, MD

Maria Fung, mfung@worcester.edu Worcester State College, Worcester, MA

Jeffrey J. Wanko, wankojj@muohio.edu Miami University, Oxford, OH

Contributor Notes

Dick J. Smith, dsmith@dbq.edu, is an assistant professor of mathematics at the University of Dubuque in Iowa, where he teaches college algebra, modern geometry, and discrete mathematics.

Eric F. Errthum, eerrthum@winona.edu, is an assistant professor of mathematics at Winona State University in Minnesota. His interests are number theory and working with students on undergraduate research.

(Corresponding author is Smith dsmith@dbq.edu)
(Corresponding author is Errthum eerrthum@winona.edu)
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