Calculus in Context
Overview: 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. We also believe that much of the mathematical depth and vitality of calculus lies in connections to other sciences. The mathematical quest...
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| LEADER | 01291 am a22001693u 4500 | ||
|---|---|---|---|
| 001 | oer_unej_3002 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a David Cox, Donal O'Shea, Harriet Pollatsek |e author |
| 245 | 0 | 0 | |a Calculus in Context |
| 500 | |a http://oer.library.unej.ac.id//index.php?p=show_detail&id=3002 | ||
| 500 | |a 515 | ||
| 520 | |a Overview: 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. We also believe that much of the mathematical depth and vitality of calculus lies in connections to other sciences. The mathematical questions that arise are compelling in part because the answers matter to other disciplines. We began our work with a "clean slate," not by asking what parts of the traditional course to include or discard. Our starting points are thus our summary of what calculus is really about. Our curricular goals are what we aim to convey about the subject in the course. Our functional goals describe the attitudes and behaviors we hope our students will adopt in using calculus to approach scientific and mathematical questions. | ||
| 546 | |a en | ||
| 690 | |a Calculus | ||
| 690 | |a NONE | ||
| 655 | 7 | |a Text |2 local | |
| 856 | 4 | 1 | |u http://oer.library.unej.ac.id//index.php?p=show_detail&id=3002 |z Get Fulltext |