Introduction

Abstract

In the classes I teach at a local community college, I always begin the first lecture by asking my students why they are enrolled in a math class, writing the reasons they suggest on the blackboard. Their answers are always sound and, in themselves, sufficient justification to take a college course in mathematics. Some of their reasons include: I need this course for graduation; math will help me in my future job; it can help me manage my personal finances; and it will prepare me to teach my children. Yet, all of these reasons miss the mark.