To receive the best help, please use the following format: Sample topic questionĮX: Quadratic Equations EX: Probability Be civil and polite this is meant to be an approachable community for discussion of reason and logic. Questions, no matter how basic, will be answered (to the best ability of the online subscribers).įollow reddiquette. Post all your math-learning resources here. This is a subreddit for learning math, and can be seen as a sister subreddit to /r/math. Think /r/math is too advanced? Here, the only stupid question is the one you don't ask. We're no longer participating in the protest against excessive API fees, but many other subreddits are check out the progress among subreddits that pledged to go dark on 12 July 2023 and the top 255 subreddits (even those that never joined the protest). | Each post must include a specific title and description. pdf format in the electronic format, graphics are in full color and there are live html links to java applets the texts are open source, and interested instructors can gain access to the original source files upon request the style of the texts requires students to be active learners - there are very few worked examples in the texts, with there instead being 3-4 activities per section that engage students in connecting ideas, solving problems, and developing understanding of key calculus concepts each section begins with motivating questions, a brief introduction, and a preview activity, all of which are designed to be read and completed prior to class the exercises are few in number and challenging in nature.Set your post to "Resolved" when answered. The Active Calculus texts are different from most existing calculus texts in at least the following ways: the texts are free for download by students and instructors in. This allows for a more focused approach at first glance one of the obvious differences from a standard Pre-Calculus text is its size.Īctive Calculus Multivariable is the continuation of Active Calculus to multivariable functions. The topics were chosen based on experience several instructors in the Applied Mathemathics Department at the Virginia Military Institute (VMI) compiled a list of topics that Calculus students commonly struggle with, giving the focus of this text. This text is written so that each section and topic largely stands on its own, making it a good resource for students in Calculus who are struggling with the supporting mathemathics found in Calculus courses. It starts basic and builds to more complex topics. This text is not intended to fully prepare students with all of the mathematical knowledge they need to tackle Calculus, rather it is designed to review mathematical concepts that are often stumbling blocks in the Calculus sequence. This text was written as a prequel to the APEXCalculus series, a three–volume series on Calculus. Prior experience with linear algebra is helpful, but not required. Otherwise the level of rigor is fairly normal. As a result, there is a priority placed on understanding why things are true and a recognition that, when details are sketched or omitted, that should be acknowledged. The presentation is geared towards students who enjoy learning mathematics for its own sake. As is always the case, the most productive way for students to learn is by doing problems, and the book is written to get to the exercises as quickly as possible. Roughly speaking the book is organized into three main parts corresponding to the type of function being studied: vector-valued functions of one variable, real-valued functions of many variables, and finally the general case of vector-valued functions of many variables. The topics include curves, differentiability and partial derivatives, multiple integrals, vector fields, line and surface integrals, and the theorems of Green, Stokes, and Gauss. This book covers the standard material for a one-semester course in multivariable calculus. Our functional goals describe the attitudes and behaviors we hope our students will adopt in using calculus to approach scientific and mathematical questions. Our curricular goals are what we aim to convey about the subject in the course. Our starting points are thus our summary of what calculus is really about. We began our work with a "clean slate," not by asking what parts of the traditional course to include or discard. The mathematical questions that arise are compelling in part because the answers matter to other disciplines. We also believe that much of the mathematical depth and vitality of calculus lies in connections to other sciences. Smith College Open Educational Resources: Textbooksĭesigning the curriculum We believe that calculus can be for students what it was for Euler and the Bernoullis: a language and a tool for exploring the whole fabric of science. Journalism, Media Studies & Communications +.
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