Galileo, Gauss, and the Green Monster

2013 ◽  
Vol 106 (8) ◽  
pp. 580-585
Author(s):  
Dan Kalman ◽  
Daniel J. Teague
Keyword(s):  
Calculus Students ◽  
Fenway Park

Using ideas of Galileo and Gauss but avoiding calculus, students create a model that predicts whether a fly ball will clear the famous left-field wall at Fenway Park.

Calculus Students’ Understanding of Volume

2013 ◽  
Vol 6 (2) ◽  
pp. 48-68 ◽  
Author(s):  
Allison Dorko ◽  
Natasha M. Speer
Keyword(s):  
Calculus Students

scholarly journals Formulating tasks to develop HOTS for first-year calculus based on Brookhart abilities

2016 ◽  
Vol Volume 112 (Number 11/12) ◽  
Author(s):  
Aneshkumar Maharaj ◽  
Vivek Wagh ◽  
◽  
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
General Definition ◽  
First Year ◽  
Higher Order Thinking Skills ◽  
A Value ◽  
Mathematical Exploration ◽  
Calculus Students ◽  
First Year University ◽  
Value Judgement

Abstract We describe an approach to develop higher-order thinking skills (HOTS) among first-year calculus students. The ideas formulated by Brookhart to develop HOTS were used to identify from the literature three core abilities that should be targeted. Then eight expected learning outcomes for the development of HOTS were documented, in the context of the study of first-year university calculus. Those expected outcomes were used to formulate sample tasks that were designed to target the development of the eight abilities. A pilot study was done to determine whether the tasks had the high mathematical demand envisaged. It was found that about 37% of the participants did not give any response to the tasks. Further it was found that about 31% of the participants were able to critically evaluate a given possible solution to a problem and make a value judgement. It is recommended that to promote HOTS among students, the formulation of tasks should focus on developing the following abilities: interpreting a general definition or statement in the context of a given model; translating a worded or graphically represented situation to relevant mathematical formalisms; identifying possible applications of mathematics in their surroundings; identifying linkages between groups of concepts and interpreting these linkages in the context of a model; working systematically through cases in an exhaustive way; critically evaluating one’s and others’ presented solutions to a problem; interpreting and extending solutions of problems; and using with reasonable skill available tools for mathematical exploration.

The fugitive poets of fenway park

2004 ◽  
Vol 37 (2) ◽  
pp. 326-327
Author(s):  
Martín Espada
Keyword(s):  
Fenway Park

The Coffee Cup Caustic for Calculus Students

1997 ◽  
Vol 28 (4) ◽  
pp. 277-284 ◽  
Author(s):  
Brian J. Loe ◽  
Nathaniel Beagley
Keyword(s):  
Calculus Students

Short notices - At home with your calculator, by Andrew Rothery. Pp 51. 95p. 1980. ISBN 0 245 53526 8 (Harrap) - The calculator game book for kids of all ages, by Arlene Hartman. Pp 190. $1·50. 1977. ISBN 0 45107399 1 (Signet) - Cross Maths 1 and 2, by H. D. Saxton. 98p and £1·10. 1979 and 1980. ISBN 0 7131 0397 3/0459 7 (Edward Arnold) - Mathematical statistical mechanics, by Colin J. Thompson. Pp 278. £3·35. 1979. ISBN 0 691 08220 0 (Princeton University Press) - The Penguin book of mathematical and statistical tables, by R. D. Nelson. Pp 64. 95p. 1980. ISBN 0 14 051097 4 (Penguin) - Essentials of mathematics (4th edition), by Russell V. Person. Pp 865. £12. 1980. ISBN 0 471 05184 5 (Wiley) - Basic algebra, by Marvin Schlichting. Pp 388. £11·20. 1980. ISBN 0 442 25765 1 (Van Nostrand) - Notes on mathematics in primary schools, bymembers of the Association of Teachers of Mathematics. Pp 340. £3·50. Reissued 1979. ISBN 0 900095 06 7 (Association of Teachers of Mathematics) - Numerical solution of differential equations, byM. K. Jain. Pp 443. £7·50. 1979. ISBN 0 85226 427 5 (Wiley Eastern) - Algebra and trigonometry refresher for calculus students, by Loren C. Larsen. Pp 192. £3·10. 1979. ISBN 0 7167 1110 9 (Freeman) - Mathematics for decisions, by Helen B. Siner and others. Pp 502. £11·95. 1979. ISBN 0 442 27651 6 (Van Nostrand Reinhold) - A history of mathematics (3rd edition), byFlorian Cajori. Pp 524. $18·50. 1980. ISBN 0 8284 0303 1 (Chelsea) - Unified mathematics, byJ. B. Morgan and K. S. Snell. Book 4. Pp 346. £1·80. 1977. ISBN 0 521 21298 7 (Cambridge University Press) - House maths, byN. S. Armstrong and others Pupils’ book Teacher’s guide. Pp 32, 11. 60 p, 90 p. 1976. ISBN 0 216 90211 8/90212 6 (Blackie)

1980 ◽  
Vol 64 (430) ◽  
pp. 304-306
Keyword(s):  
Differential Equations ◽  
Statistical Mechanics ◽  
Numerical Solution ◽  
Primary Schools ◽  
History Of Mathematics ◽  
Penguin Book ◽  
Cambridge University ◽  
Princeton University ◽  
Calculus Students ◽  
History Of

A Home Heating Model for Calculus Students

1996 ◽  
Vol 27 (5) ◽  
pp. 394-397
Author(s):  
Prashant S. Sansgiry ◽  
Constance C. Edwards
Keyword(s):  
Home Heating ◽  
Calculus Students ◽  
Heating Model

We Believe

2017 ◽  
Author(s):  
Amy Bass
Keyword(s):  
New York ◽  
New England ◽  
Rhode Island ◽  
New Hampshire ◽  
World Series ◽  
The Creation ◽  
Definition Of ◽  
Fenway Park ◽  
Boston Red Sox

This chapter examines the diasporic quality of Red Sox Nation and the effects of winning two World Series on its (formerly “angst-ridden”) citizenry. For Boston Red Sox fans, the definition of home has always been blurry. Red Sox fans have always been part of a diasporic New England community more imagined than real, but maintaining a strong identity. Even in its most parochial eras, the Red Sox have reached far beyond Fenway Park, rendering “Boston” as home for people in Maine, Vermont, New Hampshire, Rhode Island, parts of Connecticut, and the rest of Massachusetts. In the 2004 championship season, the Red Sox surpassed the New York Yankees as Major League Baseball's most profitable road attraction. This chapter considers how the creation of Red Sox Nation turned the team into a national phenomenon, “enjoying a community that is rooted to whatever space it occupies at any given moment.”

Imagine Yourself in This Calculus Classroom

2007 ◽  
Vol 100 (6) ◽  
pp. 394-401
Author(s):  
Luajean Bryan
Keyword(s):  
Data Collection ◽  
Balloon Flight ◽  
Hot Air ◽  
Calculus Students

The efforts to attract students to precalculus, trigonometry, and calculus classes became more successful when projects-based classes were offered. Data collection from an untethered hot air balloon flight for calculus students was planned to maximize enrollment. The data were analyzed numerically, graphically, and algebraically. The project made calculus more meaningful and memorable for students.

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