Using dynamic tools to develop an understanding of the fundamental ideas of calculus

Although dynamic geometry software has been extensively used for teaching calculus concepts, few studies have documented how these dynamic tools may be used for teaching the rigorous foundations of the calculus. In this paper, we describe lesson sequences utilizing dynamic tools for teaching the epsilon-delta definition of the limit and the fundamental theorem of calculus. The lessons were designed on the basis of observed student difficulties and the existing scholarly literature. We show how a combination of dynamic tools and guide questions allows students to construct their understanding of these calculus ideas.     

Polynomial calculus: rethinking the role of calculus in high schools

Access to advanced study in mathematics, in general, and to calculus, in particular, depends in part on the conceptual architecture of these knowledge domains. In this paper, we outline an alternative conceptual architecture for elementary calculus. Our general strategy is to separate basic concepts from the particular advanced techniques used in their definition and exposition. We develop the beginning concepts of differential and integral calculus using only concepts and skills found in secondary algebra and geometry. It is our underlining objective to strengthen students' knowledge of these topics in an effort to prepare them for advanced mathematics study. The purpose of this reconstruction is not to alter the teaching of limit-based calculus but rather to affect students' learning and understanding of mathematics in general by introducing key concepts during secondary mathematics courses. This approach holds the promise of strengthening more students' understanding of limit-based calculus and enhancing their potential for success in post-secondary mathematics.     

有关解线性方程组的一些思考

解线性方程组是线性代数课程的最重要内容之一,目前工科线性代数的大纲和教材一般不包括不相容方程组,其实这部分内容具有广泛的应用.本文用微积分方法给出不相容方程组的最小二乘解以及极小范数最小二乘解,可供线性代数课程的教学改革作参考.建议待条件成熟时,将不相容方程组的最小二乘解纳入工科线性代数的教学大纲和教材.     

基于电子信息领域创新型人才培养的微积分教学改革探索

电子信息类高校是培养该领域创新人才的重要基地,作为核心基础课程之一的微积分在其中发挥着重要作用.在建设创新型国家的时代背景下,从创新思维、创新能力和创新综合素质等方面讨论了微积分教学改革在电子信息领域创新型人才培养中的积极作用,并从三个不同视角分析了微积分教学改革所面临的诸多机遇和挑战,最后结合教学实践经历对开展微积分教学改革的具体措施浅谈一些思考与尝试.     

Computerized proof techniques for undergraduates

The use of computer algebra systems such as Maple and Mathematica is becoming increasingly important and widespread in mathematics learning, teaching and research. In this article, we present computerized proof techniques of Gosper, Wilf–Zeilberger and Zeilberger that can be used for enhancing the teaching and learning of topics in discrete mathematics. We demonstrate by examples how one can use these computerized proof techniques to raise students' interests in the discovery and proof of mathematical identities and enhance their problem-solving skills.     

Discrete Malliavin calculus and computations of greeks in the binomial tree

This paper proposes new methods for computation of greeks using the binomial tree and the discrete Malliavin calculus. In the last decade, the Malliavin calculus has come to be considered as one of the main tools in financial mathematics. It is particularly important in the computation of greeks using Monte Carlo simulations. In previous studies, greeks were usually represented by expectation formulas that are derived from the Malliavin calculus and these expectations are computed using Monte Carlo simulations. On the other hand, the binomial tree approach can also be used to compute these expectations. In this article, we employ the discrete Malliavin calculus to obtain expectation formulas for greeks by the binomial tree method. All the results are obtained in an elementary manner.     

A discrete approach to the concept of derivative

The concept of derivative is a basic concept of calculus. It is closely related to the concept of function, the idea of rate of change, and the limit concept. In recent decades, teaching the concept of derivative in mathematics classrooms has changed: a quite formal approach—closely linked to the teaching of calculus at university and based on the sequence concept—has been transformed to or substituted by a new one. This means working with rates of change, an intuitive access to the concepts of limit and derivative. It includes working with real functions right from the beginning, a great emphasis on graphs, and the use of digital technologies. The meaning of sequences has decreased to a point where they are sometimes no longer even taught in the calculus course. In recent years this concept has been criticized for not developing adequate perceptions of the basic concepts of calculus and not sufficiently preparing the students for scientific courses at university. In this paper we present an alternative discrete step-by-step approach to the basic concepts of calculus by working with sequences and difference sequences, functions defined on \( \mathbb{Z}\) and discrete domains of \( \mathbb{Q}\) , and by subsequently developing the concept of rate of change in a discrete learning environment. The paper is based on general theoretical considerations and empirical investigations by the author and is meant as a contribution to classroom design-research or “design science” (Wittmann, Educ Stud Math 29(4):355–374, 1995).     

Differentiation of teaching and learning mathematics: an action research study in tertiary education

Diversity and differentiation within our classrooms, at all levels of education, is nowadays a fact. It has been one of the biggest challenges for educators to respond to the needs of all students in such a mixed-ability classroom. Teachers’ inability to deal with students with different levels of readiness in a different way leads to school failure and all the negative outcomes that come with it. Differentiation of teaching and learning helps addressing this problem by respecting the different levels that exist in the classroom, and by responding to the needs of each learner. This article presents an action research study where a team of mathematics instructors and an expert in curriculum development developed and implemented a differentiated instruction learning environment in a first-year engineering calculus class at a university in Cyprus. This study provides evidence that differentiated instruction has a positive effect on student engagement and motivation and improves students’ understanding of difficult calculus concepts.     

Evaluating views of lecturers on the consistency of teaching content with teaching approach: traditional versus reform calculus

This study aims to evaluate the consistency of teaching content with teaching approaches in calculus on the basis of lecturers' views. In this sense, the structures of the examples given in two commonly used calculus textbooks, both in traditional and reform classrooms, are compared. The content analysis findings show that the examples in both textbooks are presented in a rather formal language and generally highlight procedural knowledge. And, even though the examples in the reform book chosen are structured using multiple representations, only a small number of them incorporated the usage of instructional technology. The lecturers' views which were gathered indicated that, although, on the one hand, the example structures of the traditional textbook largely overlapped with the characteristics of the traditional approach, the example structures of the reform textbook, on the other hand, were found to be inconsistent with the characteristics of the reform approach, especially with regard to its environment and knowledge components. At the end of the paper, some suggestions for further studies are provided for book authors and researchers.     

Calculus in European classrooms: curriculum and teaching in different educational and cultural contexts

In this paper we provide a first overview of the landscape with respect to calculus teaching in European classrooms, an area where research is very limited. In particular through a small expert-based survey and a literature review, we trace the development of calculus teaching at schools in a number of European countries and identify commonalities and differences. In the current curriculum developments, we notice a reduction in the content of calculus and a more informal approach. The use of digital tools has started to be integrated in calculus teaching in most countries. However in some nations, teaching of calculus in the classroom is rather traditional, focusing on procedural aspects of knowledge. Moreover, in cases where more informal and conceptual teaching approaches are used in the classroom, often contradictions seem to exist with other contextual matters such as examination requirements. Finally, we discuss the future of calculus teaching in Europe.     

论实数的基本性质与求解存在性问题

大学微积分的教学内容是在实数集合上展开的．存在性问题贯穿微积分教学的始终．从深入讨论实数的基本性质开始，引入了求解存在性问题的一般思路．希望从微积分教学的一开始，就让学生深刻体会到数学思想方法的无穷魅力．     

Teachers’ beliefs towards teaching calculus

This paper focuses on the belief systems towards teaching calculus of 29 upper secondary mathematics teachers. Firstly, we discuss different educational trends in teaching calculus, and the theoretical approach based on the construct of belief systems. Afterwards we describe the method of our study used to analyse the belief systems of the calculus teachers. Referring to findings of our research, we firstly focus on central and peripheral beliefs and thus discuss the structure of the teachers’ belief systems. Further, we compare the teachers’ belief systems to established educational trends of teaching calculus. Finally, we conclude the paper by reflecting on our main findings and by discussing possible directions of further research.     

Singular Points of Real Sextic Curves I

A complete classification of the individual types of singular points is given for irreducible real sextic curves. This classification is derived by using the computer algebra system Maple. There are 191 types of singular points for real irreducible sextic curves. We clarify that the classification is based on computing just enough of the Puiseux expansion to separate the branches. A significant portion of the proof consists of a sequence of large symbolic computations that can be done nicely using Maple.     

牛顿是如何站在巨人肩膀上的?

将以现今的微积分学符号,对开普勒(Kepler)行星运行定律进行三步简单的数理分析,推出著名的牛顿(Newton)万有引力定律,以此显示微积分学的巨大威力.在微积分学的教学中,不仅可以让学生知道微积分有用,而且可以让学生知道如何应用.对现代数学建模的教学与学习也具有一定的启发意义.     

The obrechkoff integral transform: properties and relation to a generalized fractional calculus

This survey is devoted to one of the most general Laplace-type integral transforms, the so-called Obrechkoff integral transform, introduced and studied for the first time by Obrechkoff[25]. It has been modified by Dimovski [5],[6] and used as a basis of a Mikusinski-type operational calculus for the hyper-Bessel differential operators of arbitrary order. Later, in a series of papers Dimovski and Kiryakova [8],[9],[10] have found operational properties, complex and real inversion formulas, Abel-type theorems for the Obrechkoff transform. This theory has been further developed by Kiryakova [16],[17],[18] using the tools of the Meijer's G-functions and of the fractional calculus. Namely, a new definition as a G-transform has been given for the Obrechkoff transform. The hyper-Bessel operators themselves, have given rise to a new generalized fractional calculus and further extensive use of the G-functions. Many other generalized differentiation and integration operators happen to be special cases in this calculus, too. Special cases of the Obrechkoff transform have been "rediscovered" later by many authors. We give examples how their results could be derived from the general ones surveyed here.     

Calculus and its teaching: an accumulation effect

The teaching of elementary calculus during the last twenty‐five years in the United States is comparable to the development of the calculus. The development of the calculus and the teaching of calculus share a similar background in that both are characterized by periods of time in which ideas slowly accumulate, awaiting the arrival of some person, who will, with a new method of discovery, synthesize the fragmentary pieces and lift the subject to a higher plane.     

Symbolic computation of normal form for Hopf bifurcation in a retarded functional differential equation with unknown parameters

Based on the normal form theory for retarded functional differential equations by Faria and Magalhães, a symbolic computation scheme together with the Maple program implementation is developed to compute the normal form of a Hopf bifurcation for retarded functional differential equations with unknown parameters. Not operating as the usual way of computing the center manifold first and normal form later, the scheme features computing them simultaneously. Great efforts are made to package this task into one Maple program with an input interface provided for defining different systems. The applicability of the Maple program is demonstrated via three kinds of delayed dynamic systems such as a delayed Liénard equation, a simplified drilling model and a delayed three-neuron model. The effectiveness of Maple program is also validated through the numerical simulations of those three systems.     

The Compatibility with Order of Some Subdifferentials

It is well known that elementary subdifferentials which are the simplest and the most precise among known subdifferentials do not enjoy good calculus rules, whereas more elaborated subdifferentials do have calculus rules but are not as precise and, in particular, do not preserve order. This paper explores an order preservation property for the subdifferentials of the second category. This property concerns the case in which a distance function is involved. It emphasizes the crucial role played by such functions in nonsmooth analysis. The result enables one to get in a simple, unified way the passage from the properties of subdifferentials for Lipschitzian functions to the same properties for the case of lower semicontinuous functions.     

The generation and use of graphical examples in calculus classrooms: The case of the mean value theorem

We analyzed video data of five instructors teaching the Mean Value Theorem (MVT) in a first-semester calculus course as part of a broader project investigating how active learning strategies were being implemented and supported in calculus courses. We sought to identify the ways examples of functions that did or did not satisfy the conclusion of MVT were generated and used in instruction. Using thematic analysis, we identified four themes that serve as characterizations of examples, which then allowed for the analysis of trends and patterns. We propose that attention to the generation and use of examples serves as one lens for considering how students can be engaged in the mathematical activity of the classroom, with implications for learning. This work contributes to an evolving notion of what is entailed in students’ active learning of mathematics and the role of the instructor in facilitating active learning opportunities.     

Formal power series, operator calculus, and duality on Lie algebras

This paper presents an operator calculus approach to computing with non-commutative variables. First, we recall the product formulation of formal exponential series. Then we show how to formulate canonical boson calculus on formal series. This calculus is used to represent the action of a Lie algebra on its universal enveloping algebra. As applications, Hamilton's equations for a general Hamiltonian, given as a formal series, are found using a double-dual representation, and a formulation of the exponential of the adjoint representation is given. With these techniques one can represent the Volterra product acting on the enveloping algebra. We illustrate with a three-step nilpotent Lie algebra.