The authors’ motivations are similar. Coll et al. explain, “In today’s calculus classes
a cry is likely to be heard from the legions of students who are hoping for ‘nice’
solutions to the problems on the next exam. We ask: What can be nicer than integer
solutions?” And Stankewicz says, “As a teacher, I often prefer to assign problems
whose solutions are not just real, but rational. . . For instance, the standard-size sheet
of paper in the United States is 8.5 inches by 11 inches, which does not give a rational
solution. When teaching calculus one summer, I got to thinking about how one might
generate different versions of this problem of the same approximate level, especially
for the creation of multiple versions of tests.”
The authors’ motivations are similar. Coll et al. explain, “In today’s calculus classesa cry is likely to be heard from the legions of students who are hoping for ‘nice’solutions to the problems on the next exam. We ask: What can be nicer than integersolutions?” And Stankewicz says, “As a teacher, I often prefer to assign problemswhose solutions are not just real, but rational. . . For instance, the standard-size sheetof paper in the United States is 8.5 inches by 11 inches, which does not give a rationalsolution. When teaching calculus one summer, I got to thinking about how one mightgenerate different versions of this problem of the same approximate level, especiallyfor the creation of multiple versions of tests.”
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