Document Type

Conference Proceeding

Publication Date

6-2-2017

Abstract

Many institutions have embraced a standard format for the Calculus sequence, comprising three four-credit courses covering a fairly consistent set of topics. While there is much to recommend this approach, it still leaves some fantastic concepts rushed or untouched, and it can be argued that it demands too much of students with weaker backgrounds. As such, some schools have experimented with variations on the standard format. In this talk, I will present the model that my institution currently uses, exploring the strengths and weaknesses of our particular approach. I will also suggest ideas, developed in conversation with other ACMS members at the 2015 meeting, for how different approaches might be explored in a comparative study. It is my hope that this talk will open productive conversation on the most effective ways of structuring the Calculus sequence, and that it will help to guide and inform the development of the comparative study.

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