THE OTHER SIDE OF MATH

ACKNOWLEDGEMENTS

PART ONE:

BRIGHT FUTURES ACADEMY

PART TWO:

THE STUDENT AS A CREATOR
OF MATHEMATICAL KNOWLEDGE

PART THREE-A:

FUNDAMENTALS ON THE OTHER SIDE OF MATH

PART THREE-B:

TWO EXTRAPOLATIONS ON THE OTHER SIDE OF MATH

PART FOUR:

THE TRUE HISTORY OF MATHEMATICS FOR THIRD GRADERS

PART FIVE:

HOW TO APPLY PROBLEM CREATION

PART SIX:

THE STUDENT SOLVES HIS OWN CREATED PROBLEMS

PART SEVEN:

CHECKING ANSWERS

PART EIGHT:

DOES A TEACHER NEED THE SCHOOL BOARD’S APPROVAL BEFORE USING PROBLEM CREATION?

PART NINE-A:

THE NUTS AND BOLTS  OF IMPLEMENTING PROBLEM CREATION

PART NINE-B:

IMPLEMENTING OSOM IN THE CLASSROOM

PART NINE-C:

IMPLEMENTING OSOM IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH SCHOOLS

PART TEN:

PROBLEM CREATION EXAMINATIONS

PART ELEVEN:

PREVIEW OF OSOM STEPS 3, 4, 5 AND 6

THE APPENDICES

INTRODUCTION

APPENDIX A:

PREVIEW OF OSOM STEP 3

APPENDIX B:

PREVIEW of OSOM STEP 4

APPENDIX C

PREVIEW OF OSOM STEP 5

APPENDIX D

PREVIEW OF OSOM STEP 6

AFTERWORD