Project for limits in calculus12/16/2023 ![]() ![]() Finally, a research and evaluation component is assessing the impact of the lab activities on student conceptual development of the central ideas in calculus through the use of two quantitative measures: i) a Calculus Concept Assessment (CCA) to measure shifts in students' understanding of the central concepts of calculus and ii) a Limit Models Assessment (LMA) to measure shifts in the cognitive models employed by students while reasoning with these calculus concepts. The project is exercising broader impact through its efforts to help develop a community of practice around these ideas through a set of efforts that includes: conducting summer workshops, holding weekly video-conferences, and making available classroom video and instructor notes to support faculty professional development for implementation of the labs. Combining this framework with a constructivist approach, the project team is refining and disseminating lab activities that address the content of a standard course sequence in differential, integral, and multivariable calculus with supporting materials and interactive technology for students. Its intellectual merit rests on an ongoing program of research from which the principal investigators have conceptualized a framework for learning and teaching calculus that builds on students' intuitive reasoning about approximations and error analyses. ![]() This collaborative project is a research-based effort to make calculus conceptually accessible to more students while simultaneously increasing the coherence, rigor, and applicability of the content students are learning. S-STEM-Schlr Sci Tech Eng&Math, TUES-Type 1 ProjectĠ4001314DB NSF Education & Human Resource 1300XXXXDB H-1B FUND, EDU, NSF Primary Place of Performance Congressional District: Jason Martin (Principal Investigator) Sponsored Research Office:.John Haddock (703)292-2671 DUE Division Of Undergraduate Education EDU Directorate for STEM Education The following contributing editors have offered feedback that includes information about typographical errors or suggestions to improve the exposition.Collaborative Research: Project CLEAR Calculus: Coherent Labs to Enhance Accessible and Rigorous Calculus Instruction NSF Org: Production editor Mitchel Keller has been an indispensable source of technological support and editorial counsel. Contributing authors David Austin and Steven Schlicker have each written drafts of at least one full chapter of the text. We also would like to note these individuals contributions to Active Calculus and hence our project Coordinated Calculus to this end we have included the original acknowledgments from Active Calculus here.Ī large and growing number of people have generously contributed to the development or improvement of the text. In the original text on which this text is based, Active Calculus, Matthew Boelkins credits a number of individuals with significant contributions to the project. This text is heavily based upon Active Calculus and we have borrowed liberally from the text under the CC BY-SA 4.0 License.įunding for the adaptation of Active Calculus to make Coordinated Calculus was provided by the University of Nebraska - Lincoln Department of Mathematics and the Mabel Elizabeth Kelly Fund to promote the improvement of teaching at the University of Nebraska-Lincoln. We are especially thankful for the text Active Calculus. Population Growth and the Logistic Equation.Qualitative Behavior of Solutions to DEs.An Introduction to Differential Equations.Physics Applications: Work, Force, and Pressure.Area and Arc Length in Polar Coordinates.Using Definite Integrals to Find Volume by Rotation and Arc Length.Using Definite Integrals to Find Area and Volume.Using Technology and Tables to Evaluate Integrals.The Second Fundamental Theorem of Calculus.Constructing Accurate Graphs of Antiderivatives.Determining Distance Traveled from Velocity.Using Derivatives to Describe Families of Functions.Using Derivatives to Identify Extreme Values.Derivatives of Functions Given Implicitly.Derivatives of Other Trigonometric Functions.Interpreting, Estimating, and Using the Derivative.The Derivative of a Function at a Point. ![]()
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