Abstract
NCTM's Curriculum and Evaluation Standards for School Mathematics (1989, p. 76) states that allowing students to experience problems “that have multiple solutions, each with different consequences, will better prepare them to solve problems they are likely to encounter in their daily lives.” Structural engineering furnishes an ideal context in which students can learn how different solutions to a problem can affect human lives. In designing a structure, engineers must consider economic constraints, aesthetics, and most important, safety. One engineer might use too much material in a given structure, thus making it more expensive than it should be. Another might save money by using less material but compromise the integrity of the structure. Still another engineer might find an acceptable balance between cost and safety but design a structure so aesthetically unpleasant that nobody wants to look at it.
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