Calculus Renewal

Calculus Reform. Or, as many would prefer, calculus renewal. These are terms that, for better or worse, have become a part of the vocabulary in mathematics departments across the country. The movement to change the nature of the calculus course at the undergraduate and secondary levels has sparked discussion and controversy in ways as diverse as the actual changes. Such interactions range from "coffee pot conversations" to university curriculum committee agendas to special sessions on calculus renewal at regional and national conferences. But what is the significance of these activities? Where have we been and where are we going with calculus and, more importantly, the entire scope of undergraduate mathematics education? In April 1996, I received a fellowship from the American Educational Research Association (AERA) and the National Science Foundation (NSF). This fellowship afforded me the opportunity to work in residence at NSF on a number of evaluation projects, including the national impact of the calculus reform movement since 1988. That project resulted in countless communications with the mathematics community and others about the status of calculus as a course in isolation and as a significant player in the overall undergraduate mathematics and science experience for students (and faculty). While at NSF (and through a second NSF grant received while at the American Association for Higher Education), I also was part of an evaluation project for the Institution-wide Reform (IR) program.

This is a text that contains the latest in thinking and the best in practice. It provides a state-of-the-art statement on tertiary teaching from a multi-perspective standpoint. No previous book has attempted to take such a wide view of the topic. The book will be of special interest to academic mathematicians, mathematics educators, and educational researchers. It arose from the ICMI Study into the teaching and learning of mathematics at university level (initiated at the conference in Singapore, 1998).

This book introduces readers to the basic concepts of and latest findings in the area of differential equations with uncertain factors. It covers the analytic method and numerical method for solving uncertain differential equations, as well as their applications in the field of finance. Furthermore, the book provides a number of new potential research directions for uncertain differential equation. It will be of interest to researchers, engineers and students in the fields of mathematics, information science, operations research, industrial engineering, computer science, artificial intelligence, automation, economics, and management science.

Includes Part 1, Books, Group 1, Nos. 1-155 (March - December, 1934)

This single-volume reference is designed for readers and researchers investigating national and international aspects of mathematics education at the elementary, secondary, and post-secondary levels. It contains more than 400 entries, arranged alphabetically by headings of greatest pertinence to mathematics education. The scope is comprehensive, encompassing all major areas of mathematics education, including assessment, content and instructional procedures, curriculum, enrichment, international comparisons, and psychology of learning and instruction.

Calculus: the language of change is the second edition of the calculus reform materials formerly called Calculus using mathematica. Designed to meet the needs of what has become a large market, it tones down more radical reforms, adds new drill exercises, and includes Maple V as well as Mathematica (version 2.3).

"This volume is an outcome of the NSF-funded conference, 'Rethinking the Preparation for Calculus,' which took place in Washington, DC, in October 2001"--P. vi