Revealing properties of an unknown function using scientific calculators.

This paper provides some reflections on the outcomes of a teaching experiment performed under a “reverse engineering approach”, applied to a numerical investigation of Neper number and logarithm function. This experiment shows how subtle and deep can be the questions and the connections that arise from a group of students working under this approach, how challenging may be for teachers to deal with it, but also how rewarding it can be for students and for their understanding of mathematics. Moreover, we think that this approach improves teachers’ understanding of students’ cognitive processes and the reasons behind their mistakes.