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Articles 1 - 7 of 7
Full-Text Articles in Education
Life After Calculus: 20 Years Later, Darren B. Glass
Life After Calculus: 20 Years Later, Darren B. Glass
Math Faculty Publications
In 1996 Math Horizons interviewed a group of students at the Joint Mathematics Meetings; now, 20 years later, one of those students, Darren Glass, interviews another group of students.
Calculus Students' Reasoning About Slope And Derivative As Rates Of Change, Jennifer G. Tyne
Calculus Students' Reasoning About Slope And Derivative As Rates Of Change, Jennifer G. Tyne
Electronic Theses and Dissertations
Students’ low success rates in college calculus courses are a factor that leads to high attrition rates from science, technology, engineering and mathematics (STEM) degree programs. To help reach our nation’s goal of one million additional STEM majors in the next decade, we must address the conceptual difficulties of our students. Studies have shown that students have difficulty with the concepts of slope and derivative, especially in cases when students are asked to utilize these concepts in real-life contexts.
For this study, written surveys were collected from 69 differential (first semester) calculus students. Follow-up clinical interviews were performed on 13 …
Calculus Problems, Joshua N. Cooper
Calculus Problems, Joshua N. Cooper
Journal of Humanistic Mathematics
No abstract provided.
A Truly Beautiful Theorem: Demonstrating The Magnificence Of The Fundamental Theorem Of Calculus, Dan Mcquillan, Darlene M. Olsen
A Truly Beautiful Theorem: Demonstrating The Magnificence Of The Fundamental Theorem Of Calculus, Dan Mcquillan, Darlene M. Olsen
Journal of Humanistic Mathematics
In standard treatments of calculus, the Fundamental Theorem of Calculus is often presented as a computational method to evaluate definite integrals, with such powerful utility that one is tempted to overlook its beauty. To improve students' appreciation for the first part of the Fundamental Theorem of Calculus, we suggest a few classroom examples focusing on the accumulation function, to be introduced early and often throughout an introductory calculus course. These examples are small enough that they would not necessarily result in changes to a typical course schedule; yet we believe their contribution to student understanding can be significant. Furthermore, such …
Parts Of The Whole: Teaching Quantitative Reasoning In An Exponential Decay Model, Dorothy Wallace
Parts Of The Whole: Teaching Quantitative Reasoning In An Exponential Decay Model, Dorothy Wallace
Numeracy
The simple calculus example of exponential decay can be an excellent vehicle for teaching quantitative reasoning in calculus or differential equations. Insect maturation provides a rich context for thinking about the meaning of the rate constant for exponential decay, which is derived in the context of a system at equilibrium but is generally measured using a single cohort of individuals.
How Calculus Students At Successful Programs Talk About Their Instructors, Annie Bergman, Dana Kirin, Ben Wallek
How Calculus Students At Successful Programs Talk About Their Instructors, Annie Bergman, Dana Kirin, Ben Wallek
Student Research Symposium
Over the past decade, numerous reports point to the need for national efforts to increase the number of students pursuing and professionals with degrees in science, technology, engineering, and mathematics (STEM) fields (see for example NSB, 2007; PCAST, 2012; Thomasian, 2011). According to the PCAST report (2012) increasing the retention rate of the students who enter college intending to major in a STEM field has the potential to significantly decrease the gap between the number of STEM degrees produced and the projected number of STEM degrees needed to sustain the United States position in the global market. While there are …
Correlation Between Physics And Calculus Workshop Attendance And University Grades, Caroline Ferguson Ph.D.
Correlation Between Physics And Calculus Workshop Attendance And University Grades, Caroline Ferguson Ph.D.
Student Success
The Student Learning Centre at the University of Ontario Institute of Technology offers various support services for students enrolled in first year calculus and physics courses; the most widely used of these services are focused workshops. The purpose of this study was to compare student academic performance between those who did and did not attend physics and calculus workshops. Data provided by the Office of Institutional Research and Analysis at UOIT was analyzed using pivot tables in MS Excel. Students enrolled in Physics I and Calculus I were categorized based on their Grade 12 physics and calculus marks, respectively. Students …