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Calculus in Context: The Five College Calculus Project
This edition, which is substantially the same as the 1994 edition, is available for free download online at http://www.math.smith.edu/Local/cicin...
We believe that calculus can be for our 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 these connections to the other sciences. The mathematical questions that arise are compelling in part because the answers matter to other disciplines as well.
The calculus curriculum that this book represents started with a “clean slate;” we made no presumptive commitment to any aspect of the traditional course. In developing the curriculum, we found it helpful to spell out our starting points, our curricular goals, our functional goals, and our view of the impact of technology. Our starting points are a 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. We emphasize that what is missing from these lists is as significant as what appears. In particular, we did not
not begin by asking what parts of the traditional course to include or discard.
We believe that calculus can be for our 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 these connections to the other sciences. The mathematical questions that arise are compelling in part because the answers matter to other disciplines as well.
The calculus curriculum that this book represents started with a “clean slate;” we made no presumptive commitment to any aspect of the traditional course. In developing the curriculum, we found it helpful to spell out our starting points, our curricular goals, our functional goals, and our view of the impact of technology. Our starting points are a 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. We emphasize that what is missing from these lists is as significant as what appears. In particular, we did not
not begin by asking what parts of the traditional course to include or discard.
- GenresMathematics
845 pages, ebook
First published August 1, 1993
18 people want to read
About the author
James J. Callahan
7 books5 followersJames Callahan earned a B.A. from Marist College and a Ph.D. from New York University.
In 1975, Professor Callahan received the Lester R. Ford Award of the Mathematical Association of America and at Smith he has received the Faculty Distinguished Teaching Award and the Sears–Roebuck Foundation Award for Teaching Excellence and Campus Leadership. He has made research trips to England and France.
Callahan was the director of the Five College Calculus Project (funded by the National Science Foundation), and co–author of Calculus in Context (W. H. Freeman & Co, 1995). He wrote Geometry of Spacetime (Springer–Verlag, 2000) an undergraduate text in mathematics about relativity, as well as Advanced Calculus: a Geometric View.
Professor Callahan's interests include: geometry, dynamical systems, chaos and fractals, catastrophe theory, relativity, most areas of applied analysis and building things.
In 1975, Professor Callahan received the Lester R. Ford Award of the Mathematical Association of America and at Smith he has received the Faculty Distinguished Teaching Award and the Sears–Roebuck Foundation Award for Teaching Excellence and Campus Leadership. He has made research trips to England and France.
Callahan was the director of the Five College Calculus Project (funded by the National Science Foundation), and co–author of Calculus in Context (W. H. Freeman & Co, 1995). He wrote Geometry of Spacetime (Springer–Verlag, 2000) an undergraduate text in mathematics about relativity, as well as Advanced Calculus: a Geometric View.
Professor Callahan's interests include: geometry, dynamical systems, chaos and fractals, catastrophe theory, relativity, most areas of applied analysis and building things.
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