From: "SANTU DESILVA" <firstname.lastname@example.org> > While I'm sympathetic to the goal of finding so-called > interesting problems, Rex's example is hardly an > improvement on the textbook variety! <grin>
Agree, that's why I asked for others.
> If the idea is to give them a problem where the > objective function or the constraint needs to > be constructed with some creativity, it has to > be realized that, yes, these are interesting, but > they're not learning "calculus" per se, they're > learning creativity. What do we really want?
Our course in Queensland is Maths (which includes an introduction to Calculus). Maybe this makes our perspective different - as it is NOT just a calculus course, we are just as interested in students learning creativity as learning calculus.
One of the themes in our syllabus is Mathematical Modelling, so we tend to approach max-min questions from a modelling perspective. Now there is no point in modelling a situation that doesn't have some semblance to reality, which is why I am constantly on the scout for 'real' problems.