(Download) "Honors Calculus: An Historical Approach (Innovative Courses)" by Honors in Practice # eBook PDF Kindle ePub Free
eBook details
- Title: Honors Calculus: An Historical Approach (Innovative Courses)
- Author : Honors in Practice
- Release Date : January 01, 2008
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 182 KB
Description
When the honors program at the University of Arkansas-Fort Smith (then Westark Community College) began in 1990, it was decided that the honors mathematics course would be College Algebra, a decision based on the premise that our student population required an opportunity to earn honors credit at an introductory level, at least in mathematics. The course developed by the mathematics department met with some success by stimulating interest in algebra topics using an environmental modeling approach. The textbook, Earth Algebra (by Schuafele, Zumoff, Sims, and Sims), provided a wonderful opportunity for our students to learn the techniques of College Algebra through applications to "real-world" problems. After offering Honors College Algebra for several years, it gradually became apparent that offering honors credit for College Algebra was excluding many students who tested into higher courses, particularly calculus. Not surprisingly, these higher placement scores often equated to honors students. Since Westark (a two-year college) became the University of Arkansas-Fort Smith (offering baccalaureate degrees) in 2002 and because mathematics became one of the first baccalaureate degrees offered by our new university, the mathematics department decided to develop an honors calculus course to reflect the changing demographics of our students. After discussing several ideas, the mathematics faculty decided to develop a first-semester calculus course centered on a study of the historical development of calculus. With a university enrollment of about 6500 students, and a small honors program (40-60 students), a single section of 15-20 students was planned. My interests and experiences in using history in the mathematics classroom led to my being "volunteered" to create the course, an assignment I enthusiastically accepted.
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