INTRODUCING CONTENTS

SPRING 1992 ISSUE No. 1

The Calculus Consortium INTRODUCING THE CALCULUS CONSORTIUM 1
Based at Harvard University Andrew M. Gleason and
Deborah Hughes Hallett
Andrew M. Gleason and Deborah Hughes Hallett, Harvard University 2
CONFERENCE ON TEACHING OF CALCULUS
We believe that the calculus curriculum needs Changing this state of affairs is not easy because CONFERENCE REGISTRATION 2
to be completely re-thought. Under a NSF both students and teachers have acquiesced so
planning grant we designed a new syllabus, and thoroughly for so long. In order to break the log TEST SITE REPORTS
under our current NSF grant we are writing and jam, let’s look at what we had hoped students were MIDDLESEX COUNTY COLLEGE 3
testing the materials to support it. In designing doing as they learned calculus in the past. Take, for Jacqueline Boyd DeMarzio
the new syllabus, we followed three principles example, the definition of the derivative. First we U.S.MERCHANT MARINE ACADEMY
that we believe are important to all calculus drew pictures, showing students what the derivative Gabriella M. Ratay 4
renewal projects: means graphically. Then we talked briefly about BRIGHAM YOUNG UNIVERSITY
1. Start from scratch. Do not look at the old the numerical values lying behind the limiting Donald R. Snow 5
syllabus and try to decide which topics can be left process which takes the secant into the tangent. A COMPUTER INVESTIGATION
out. It is much better to take a blank piece of Lastly we showed students how to compute 5
Sheldon P. Gordon
paper and decide which topics are so central that derivatives analytically. Yet we seldom tested QUICK ANSWERS TO FOUR QUESTIONS
6
they must be included. anything other than the analytic aspect, although all David 0. Lomen
2. Show students what calculus can do, not the meaning is carried in the first two. We must
what it can’t do. In a freshman level course, we have believed that students keep with them the THE HARVARD-HARTFORD CONNECTION 7
should be showing students the power of graphical and numerical meaning of the derivatives Robert Decker
calculus, not the special cases in which it fails. as they work analytically later on. Unfortunately, CALCULUS FUNDING OPPORTUNITIES 7
This means, for example, that if we teach nothing could be further from the truth. If we ever James Lightbourne
Newton’s method, we should not emphasize the did ask questions about graphical differentiation or TEACHING TEACHERS REFORM CALCULUS 8
cases when it doesn’t work. We should teach numerical approximations to the derivative, for Phil Cheifitz and Tom Timchek
approximations, but not an exhaustive treatment example, we usually found that an understanding of
of error estimates. Riemann sums are important, the graphical or numerical aspects was sadly
but irregular subdivisions and arbitrary points of lacking. Many students who can find derivatives The Core Calculus Course
evaluation are not. At this stage, complete mechanically and solve problems using them often Our core calculus curriculum is a two quarter
generality and pathological examples should be have little idea what a derivative actually means. or two semester course built around the Rule of
kept in the distant background. Our project is based on our belief that these three Three. The graphical and numerical aspects of
3. Be realistic about students’ abilities and the each topic are introduced throughout, along
aspects of calculus—graphical, numerical, and
amount of time they will spend on calculus. In with the analytic. For example, using a
the past, we taught so much so fast that little analytical—should all be emphasized throughout.
computer or graphing calculator, the extreme of
understanding was developed. It is far better to We call this approach “The Rule of Three” and are a function can be found by moving cross-hairs
teach a few topics well. working together to design a core curriculum based on a graph or by studying the values on a
on this principle. We believe that a course built on spreadsheet, as well as by the traditional
“The Rule of Three” method. Equations can be solved numerically
this will make a much livelier calculus at any and graphically, as well as algebraically, which
The most difficult and the most necessary aspect
institution—and we represent quite a range. Using also removes the rather artificial condition that
of revitalizing calculus is getting our students to
the Rule of Three, students will repeatedly be they all be either quadratic or factorable.
think. The old calculus has become a litany of
confronted with the graphical and numerical Periodic functions make much more sense to
procedures and template problems which too students when presented using a graph or table
meaning of what they are doing. Besides rather than analytically.
often results only in giving students some rather
encouraging understanding, this approach gives The idea of integration and of solving
mindless algebra practice. In addition, students
students with weak manipulative skills a chance to differential equations comes into our course
with weak backgrounds are usually driven away
grasp the concepts behind calculus while continued on page 3
by frustration over the manipulations required,
strengthening their backgrounds.
even if they are able to understand the basic ideas
of calculus.
2 Focus ON CALCULUS

FOCUS ON CALCULUS
FROM THE PUBLISHER
NEWSLETTER FOR THE CALCULUS
CONSORTIUM
BASED AT HARVARD UNIVERSITY Welcome to the first issue of FOCUS ON CALCULUS. We at Wiley are pleased to
have been chosen to publish the text materials written by the Calculus Consortium
ISSUE No. 1 SPRING 1992 based at Harvard University (CCH). We are eager to support the consortium members
and other calculus educators as they work to transform the way calculus is taught.
MATHEMATICS EDITOR Ruth Baruth
FOCUS ON CALCULUS is a newsletter for everyone interested in calculus reform,
MARKETING MANAGER Susan Elbe
NEWSLETTER EDITOR Cindy Johnson
and we encourage you to send in the coupon below so we may keep you on our mailing
list.
This premier issue reports on experiences over the past two years with the CCH
materials. Consortium schools are represented here, as are test site institutions who
FOCUS ON CALCULUS is published
have been using the materials this school year. More test sites are being sought for the
as a service to the calculus community by
1992-93 school year to use the preliminary edition of this text. If you would like more
John Wiley & Sons, Inc. Subscriptions are
information regarding the CCH materials or participating as a test site, please contact
complimentary to interested educators in
your Wiley representative or call the CCH Hotline at (212) 850-6700, ext. 5727.
the United States and Canada. To
Wiley’s participation as a sponsor of a two-day conference on the teaching of
subscribe, please return the coupon below,
calculus (see story below) is an important way in which we are supporting growth in
or write to Susan Elbe at John Wiley &
calculus education. As the publisher of leading texts in calculus, we look forward to
Sons, Inc., 605 Third Ave., New York,
bringing the next generation of top-quality teaching and learning materials to you and
NY 10158-0012.
your students.
Readers are encouraged to share their
experiences in changing the way calculus
is taught by contributing articles for pub- Conference on the Teaching of Calculus
lication in future issues. Please address The Calculus Consortium based at Harvard University (CCH) will host a summer
your correspondence to Editor, FOCUS conference in conjunction with the NSF and John Wiley & Sons, Inc. on June 12 & 13,
ON CALCULUS, and mail it to Susan 1992. A program of invited speakers, panels, contributed papers, and workshops should
Elbe at John Wiley & Sons, Inc. provide something of interest for everyone involved in changing the way calculus is
taught. The scope is broad; there will be no focus on one particular project, approach, or
The text materials being written by the technology. Two-year college, four-year college, university, and secondary faculty are
Calculus Consortium based at Harvard all welcome.
University (CCH) are being published by A preliminary list of speakers assembled by Conference Co-Chairs Tom Tucker
John Wiley & Sons, Inc. A preliminary (MAA) and Spud Bradley (AMS) includes Lida Barrett, Ronald Douglas, Wade Ellis,
edition will be available for test site use in James Glimm, Wayne Roberts, and Jerry Uhl. Panels are planned on the following
the fall semester, 1992. For information topics: Changing the Climate, Client Disciplines, Nontraditional Classroom Methods,
regarding this text, contact your local Student Projects, Secondary Schools, and Technology.
Wiley representative, or call the CCH Parallel fifteen minute sessions are available for contributed papers. The title of the
Hotline at (212) 850-6700, ext. 5727. paper and a 25 word abstract should be submitted by April 15 to Karen or Joe Thrash,
Department of Mathematics, SS Box 5045, University of Southern Mississippi,
All product names and other Hattiesburg, MS 39406-5045; E-mail: kthrash@usmcp6 (bitnet). Selected candidates
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at (212) 850-6530.
 Focus ON CALCULUS 3

continued from page 1 questions. As far as class lecture is

TEST SITE REPORT concerned, I think it is one of the best
early. We find that slope fields provide a way of methods. Everyone is given the opportunity
introducing the integral which makes it clear to demonstrate his or her knowledge of the
graphically that integration reverses the process Middlesex County section under discussion.”
of differentiation. In addition, using a slope field
makes the Fundamental Theorem of Calculus College Text Reception
quite transparent. Jacqueline Boyd DeMarzio One of the complaints I received from
Of course, if our good intentions are to have Middlesex County College students was that there were no answers in
much effect, our tests as well as our presentation the back of the book. I explained that solu-
must reflect the Rule of Three. In addition, it is We used the materials from the Calculus tions were omitted both to make them think
important to include some non-routine problems Consortium based at Harvard University (CCH) more and because a given problem may have
regularly. Even if such problems are not hard or in two sections of Calculus I last semester at more than one solution. When students were
long, we must start to reestablish the idea that Middlesex County College, a large open- asked to take the integral from a to b of x and
such problems are not only part of mathematics, enrollment community college with a very explain it geometrically, it illustrated my
but, indeed, the point of mathematics. diverse student body in Edison, New Jersey. point. My students were able to come up with
Two different instructors taught from the three different, correct “solutions” to this
Consortium Members materials; one to a class of twenty students, and exercise. If they had had a solution in the
The problems of undergraduate calculus one to a class of 24 students. This semester, textbook, I don’t think this would have been
instruction in the United States are of sufficient students from those two sections are taking the case.
magnitude that finding a solution will require the Calculus II and lam teaching that class. The Students also objected at first to the open-
efforts of a large number of institutions working calculus classes meet three times a week— ing chapter on precalculus. Once we started
in cooperation on a variety of solutions. Our own twice for 55 minutes in a regular classroom, doing the material, however, their reaction
project involves people from eight institutions: and once a week for 110 minutes in the was different. The day we covered compound
computer laboratory. interest, we worked through the problem and
• Andrew M. Gleason and Deborah Hughes the students came up with the general
Hallett, Harvard University, Study Groups formula. One student’s mouth actually
• William McCallum, David Lomen, and David Although we have a math tutoring center at dropped, her eyes grew wide, and she told me
Lovelock, University of Arizona, our school, I was concerned that the students that this was the first time that she really
• Andrew Pasquale, Chelmsford High School, there, who had not studied calculus under the understood what she was doing.
• Thomas Tucker, Colgate University, CCH method, would not be able to help my When we began worjung with exponential
• Jeff Tecosky-Feldman, Haverford College, students. As an alternative, I formed five functions and power functions, I got a similar
• Brad Osgood, Stanford University, groups of four students each and met with them response. One of my favorite problems from
• Joe Thrash and Karen Thrash, University of to answer any questions they had on Chapter 1 asks students to consider a plane
Southern Mississippi, and homework, or to give them more detailed flying from Dulles Airport to LaGuardia
• Sheldon Gordon, Suffolk County Community explanations. The students really enjoyed Airport that has to circle LaGuardia several
College times before being allowed to land, and to
this—some had gone to the math lab for help
unsuccessfully—and although attendance was plot the graph of distance against time for the
During the 1990-91 school year, preliminary
not required, some students asked if they could plane from the moment of take-off in
versions of the core Calculus Curriculum
attend another group session. I also found that Washington until landing in New York. I
materials were taught at the consortium
the students met in small groups without me. asked one student to be Dulles airport,
institutions. This year, the materials are being
This semester, I am trying the study groups another student to be LaGuardia, and I asked
class-tested at all the institutions in the
again, but this time without me. another to go to the board and draw the
consortium and about 20 others. We hope to
graph. I acted as the airplane and proceeded
involve many more institutions in coming years.
Student Journals to fly from Dulles to LaGuardia, and began
A preliminary version of our text will be
I also asked students to keep a journal circling. As the graph appeared on the board,
published by Wiley this fall. If you would like
during the course. They were allowed to write it was greeted with “oohs” and “ahs” as
sample materials and information on becoming a
anything in the journal that they wished, not students grasped the connection between the
test site, please contact your Wiley representative
just mathematics, and I collected them once a graph and the physical phenomenon. The
or write to:
week. I wanted the journals to give me insight method we used contributed to the learning,
into their reactions to the class and any but I also feel that the problem itself was
Ruth Baruth, Mathematics Editor
problems they might be having. Some students responsible. Unlike conventional textbook
John Wiley & Sons, Inc.
used the journals to report on alternative problems, this problem contained no
605 Third Avenue
solutions they had discovered, or to exclaim numbers. It asked students to think about the
New York, NY 10158-0012
about points that they felt they now truly behavior being graphed, and eliminated the
understood for the first time. One student from possibility of just “doing the numbers.”
We welcome input and suggestions from the Kenya wrote:
entire mathematics community, and invite its “As far as the course is concerned, I’m getting Technology
active participation in testing our approach.
the best out of it. The book itself discusses
problems in such a way that I feel confident in
I use a computer algebra system and a
graphing calculator in my calculus classes.
handling the exercises that follow, even though One of the advantages of the graphing calcu-
I may not know all the answers to all the lator
continued on page 4
4 Focus ON CALCULUS

Middlesex County College

continued from page 3 TEST SITE REPORT
is the fact that students have it with them at all
Success with Lean and Lively Calculus
times. They have it at home when they are Gabriella M. Ratay, U.S. Merchant Marine Academy
doing homework problems, and they have it
during classtime when we are not in the In July 1991, at the start of the new academic year, the mathematics faculty at the U.S.
laboratory. Merchant Marine Academy changed from the traditional method of teaching calculus to the
In the computer laboratory, I like to interact lean and lively approach of the Calculus Consortium based at Harvard University (CCH). The
with my students, so I don’t always give them a results of the first two quarters are remarkable.
handout lab. We do problems together and Each year approximately 270 freshmen enter the Academy in two majors Marine Engi-
discuss any problems they are having with the neering and Marine Transportation. Mathematics is taught to satisfy the needs of major
solution. I ask for a student volunteer (I usually departments and to cooperate with the midshipmen’s science education. Students’ first math
get quite a few) to come up to the computer at course is calculus, of which they are required to take one full year in four quarters. For the past
the front and type in the information we’re several years, the high failure rate in calculus had been a serious concern at the institution.
talking about. I then use the blackboard during When combined with failures in physics and / or chemistry, a number of students were
the discussion. forced to resign.
One such lab asked students to “Sketch a After using the CCH book and teaching methods, in conjunction with the TI 81 graphing
graph of the function f(x)=x3-9x2-48x+52.” calculator, the student grades for the first two quarters of this year showed a dramatic
When the students had the computer graph this improvement! The details are shown in the bar graph below: the horizontal axis represents the
function, they saw two almost vertical lines. At freshmen by graduating class (this year’s frosh will graduate in 1995), and the vertical axis
this point, I started asking them to use some of represents the percentage of all grades that were F’s.
what they had learned to plot this graph. I The graph clearly shows a phenomenal improvement. The percentage of failures with the
asked them to find local maxima and minima, traditional teaching method ranged from just under 10% to almost 20%; using the CCH
global max and mm on a particular interval, approach, the failure rate has been reduced to 1.45% and 3.33% for the first and second
and the x-intercepts. We also used a second quarters, respectively. The quality of the entering freshman class has not changed in the past
derivative test, found points of inflection, and few years (as measured by SAT scores and an algebra test administered at the start of the
analyzed the graph to see where it’s concave school year), neither has there been a significant change in the faculty personnel.
up, and where it’s concave down. Finally, after Naturally, it is hoped that by continuing to use the CCH approach this improvement will be
maintained in the future. It is also hoped that by emphasizing the numerical and graphical
we had completed the graph, I circled on the


approach as well as the analytical one, that our students will have a better grasp of important
board that part of the graph that they had seen concepts and will do better in the courses that depend on calculus.
at the beginning of the class. They not only en-
joyed this exercise, but it stayed with them— a
memorable reminder of how to evaluate a
function. In addition, it served to reinforce the
point that the computer doesn’t do the thinking
for you, and that to get a meaningful answer
from the computer requires understanding. The
graph they had seen was accurate, but an
incomplete picture of the function.
I always want to bring home to students that the
computer or the calculator is a tool to help
them, but they have to do the thinking. I
recently came up with the idea of assigning
problems to groups of three students and asking
for a written report from the group. All students
get the same grade, and groups are allowed to
ask to have students removed if someone is not
participating. Despite some early complaints,
students now tell me that when one of them
doesn’t see an answer, another team member The Future
I am very pleased with the results I have proposal to the NSF that, if approved,
does. As they work together to solve the
had with the CCH materials. I have spoken will help us implement two pilot
problem and then draft a report that explains
with a number of faculty members at differ- sections at each school. If things go
their solution method and reasoning, students
ent institutions—universities, four-year well, the method and materials would
learn from each other and practice thinking
schools, two-year schools, and high be adopted department-wide the
about mathematics. I now find that instead of
schools— about the CCH materials and we following year. We are looking
waiting for me in the hallway before class,
have formed a New Jersey Calculus forward to the training and support
students are in the classroom talking in groups


Consortium. We have submitted a grant the funding would provide for this
when I arrive for class.
exciting project.
 Focus ON CALCULUS 5

TEST SITE REPORT or discussing how to compute something. The Essay Assignments
students were expected to bring their For the past several years I have
Brigham Young calculators to class every day and use them on
quizzes and exams. Most of the students
assigned two 3-page essays during the
semester. For the first semester, one was on
learned to use their calculators well and felt at the concept of the derivative and one on the
University home with them. However, a couple of the concept of the definite integral. Students
Donald R. Snow, Brigham Young University students never got the “hang” of modifying are told what to assume about the reader
programs and could only use the programs I and that they will be graded using the
Brigham Young University is a private university had handed out. “Math Essay Rating Scale” that rates seven
of 27,000 students with 2000 students taking calculus The computer lab was not as successful as different aspects: purpose and rhetorical
in any semester. Three faculty members used the the graphing calculators. Again, I wrote and stance, ideas, mathematical content,
materials written by the Calculus Consortium based handed out notes on using a spreadsheet in arrangement, voice and tone, style, and
at Harvard University (CCH) during fall semester calculus. The handouts were to demonstrate technical aspects. Some of the students do a
1991 in honors sections of first semester calculus. things such as graphs, finite differences, com- really good job on these writing
These 4-credit hour sections met for five 50-minute puting integrals by Riemann sums, Trapezoidal assignments, but others just try to “get by.”
periods each week. We had little coordination Rule, and Romberg corrections based on error I have found that reading these essays
between the sections so this report will only discuss analysis of various rules, and verifying the brings to light many misconceptions the
my section. Fundamental Theorem of Calculus. The students have about the material. The
The self-selected group of eighteen students in my students expressed interest in using the students always complain about having to
section came from several different majors with only spreadsheet and noted that they could use it for write essays in a math class, however. I
three or four from math. Four had no previous a lot of other things besides calculus. Students think that overall the student essays this
calculus, four had had one previous semester of told me they were using it for physics and semester were a little better than in the past.
calculus, and ten had had two previous semesters of engineering homework. I didn’t have them
calculus. Analysis of the final exam showed that hand in any computer work, however, and The Calculus Consortium Text
those with one previous semester did better than some students were sporadic in attending the I approve of the CCH approach and
those with two, and those with no calculus did worse lab at all. This semester, I am having them hand have been moving in that direction for the
than the other two groups. in lab reports. past ten or so years. I have been using
Students were assigned to study groups of three or The students seemed to have more interest in computers and calculators in calculus since
and get more use out of their graphing 1980, and the Consortium materials go
four to meet together regularly, discuss the
calculators than from the computers. They along with the general way I have been
homework, review for exams, and so on. A couple of
spent little extra time in the computer lab. I trying to get the students to think about
assignments were to be done by the study groups. For think the portability and power of the calculator
the most part, the study groups were not effective. calculus and understand the material.
make it a desirable computing device for the
Many of the students seemed to get acquainted with Toward the end of the semester a girl
students.
other students in the class that were not in their own asked in class, “Are we learning as much
study group, and they met informally with their continued on page 6
friends. Frequently, the class as a whole answered
each others questions during class time.

Use of Technology An Individualized Computer Investigation

Students were required to buy an HP-485 or HP- Sheldon P. Gordon, Suffolk County Community College
485X graphing calculator (about $270) for the class,
One of the driving forces in calculus reform The particular integrals for this semester
which caused a few to drop. We also met in the
is the existence of technology that makes are:
computer lab one of the five class periods each week many of the standard calculus topics some- dx dx
to work with IBM PC-compatible computers. I wrote what irrelevant. In the Calculus Consortium
materials, we have reduced the emphasis on
∫ a + bx − cx 2 ∫ a + bx − cx 2
several different handouts for the HP-48, starting techniques of integration since virtually any
c + a sin x
∫x ∫ c − b cos x dx
with brief instructions for using the machines and the integral that can be evaluated by a student a
can be done using a computer algebra system, sin( bx )dx
calculus uses for them, and including such topics as
such as Derive, in seconds. Nevertheless, it is
computing functions, drawing graphs, using finite important that students not only become The students are required to use Derive to
differences to approximate derivatives, finding roots, evaluate each integral, then to apply the
familiar with the use of such a system, but
differentiation command to verify that the
computing Riemann sums and Trapezoidal Rule, and also aware of some of the classes of integrals
that we no longer cover. To accomplish this, I first result is correct, and if necessary, to
checking the Fundamental Theorem of Calculus assign each student in Calculus II a series of apply various other commands to transform
the work. They then write up their work
numerically. The handouts also suggested problems individualized antiderivatives that they must
and results in a formal report. The report is
for the students to try, but I did not collect their work. evaluate using Derive. The individualization
is based on the use of the numerical not only a basis for grading their
A few times we spent the entire class answering equivalents of their initials for the values a, b, assignment, but also an opportunity for me

to key on any points or ideas that students
calculator questions, keying in programs, and c. For instance, if a student’s name is Bill
have missed.
G. Johnson, then a=2, b=7, and c=10.
6 Focus ON CALCULUS

The question, “I would recommend this course to others,” re-

Reform Calculus: Quick ceived 68 ones, 58 twos, 33 threes, 16 fours, and 3 fives for the five
unit CCH course. The average was 2.03, which was again the best
Answers to Four Questions average in the 13 first and second year courses.
David 0. Lomen, University of Arizona
Will reform calculus result in lower grades?
Will the emphasis on critical thinking and mathematical We have used the CCH materials for all sections of our three unit
reasoning in reform calculus diminish basic manipulative calculus for two years. The grades earned by students for these two
calculus skills? years are shown in the table below (the previous two years are listed
for comparison). “Other” includes audits, failures, and drops.
The University of Arizona used the text produced by the Calculus
Consortium based at Harvard University (CCH) in all seven sections of its Grades Earned Using Traditional Calculus Text
three-unit version of Calculus I during the fall semester 1990. (This class is A B C D Other
composed of those students who had the highest scores on our mandatory Fall 88 25.4% 28.4% 17.8% 8.6% 19.8%
readiness exam.) Three of the sections were taught by developers of the
Fall 89 23.9% 35.8% 22.1% 4.0% 14.2%
materials, and the other sections were taught by professors tired of using a
Grades Earned Using CCH Material
standard calculus text.
Fall 90 30.4% 30.4% 22.7% 5.2% 11.3%
These students took Calculus 2 spring semester 1991, Vector Calculus
Fall 91 28.6% 34.1% 19.2% 12.6% 5.5%
(using standard materials) fall 1991, and are currently taking Ordinary
Differential Equations. A common 50-minute exam covering basic
differentiation, integration, and Taylor series was given the second week of There are a few things to be pointed out in the above table. We
the differential equations class to two-thirds of the sections. No time was first used the CCH materials in fall semester 1990 with our better stu-
spent in class for review, but a handout was given containing basic calculus dents, using our better instructors, but with little formal training.
information and students were encouraged to use the “Are You Ready for Compared to traditional calculus, the grades were generally higher,
ODE’s” disk. The backgrounds of the 178 students who took this exam are and the drop/fail rate lower than traditional calculus with no lowering
below. in standards (in fact, some claim a rise in standards). In fall semester
• 31 students took Calculus 1 & 2 1990-91 using Consortium materials. 1991 we used a typical mix of instructors and gave them all formal
• 63 took Calculus 1 & 2 1990-91 using traditional materials. training. The drop/fail rate fell to 5.5%, or about one-third of figure
• 84 took traditional calculus elsewhere or at some other time. for the traditional calculus course.
The average scores on this basic skills exam were 83%, 70%, and 70%
for each group, respectively. Will ethnic minorities be hurt by reform calculus texts?
While the 31 students had higher scores on the readiness exam than did
the 63 using traditional materials, we cannot conclude that the consortium We are beginning to acquire data comparing the success of minority
students taking traditional calculus to those using the CCH material.
materials are responsible for their higher scores. However, we can conclude
Here is the evidence so far from the University of Arizona.
that using consortium materials did not result in a lowering of basic
calculus skills.
Grades Earned Using Traditional Calculus Text
A B C D Other
Will students resent being forced to think, reason, and write
Fall 90 13% 25% 24% 10% 28%
more? Grades Earned Using CCH Material
Fall 91 32% 23% 20% 3% 22%
Undergraduates taking mathematics classes complete course evaluations.
The students are asked to respond to a question with an opinion running


The grade point average rose from 1.85 in traditional calculus to 2.40
from one (agree strongly) to five (disagree strongly). In fall 1991, the
in CCH sections.
question, “I found the course instructive,” received 75 ones, 72 twos, 23
threes, 7 fours, and 1 five for the five unit CCH course. The average was
1.80, which was the best of all 13 first and second year courses (covering
intermediate algebra through differential equations and linear algebra).

Brigham Young University Survey Results the second semester of calculus using the
continued from page 5 Near the end of the semester I surveyed the CCH materials and the graphing calcula-
students about the course, the text, the tors.
calculators, the computer lab, and class time. It was a good experience for me to teach
using this book as the regular sections of
calculus?” I asked if she was understanding They liked the book and the HP-48’s, but didn’t from the CCH materials, but it took lots
what we were doing. She said yes, and that get so much out of the computer lab. Overall, the of extra preparation time. I am teaching
students thought the course, my quizzes, and the second semester course from the
students from other sections were asking her
exams were too hard, but a few said they enjoyed materials now, and am scheduled to
questions about calculus. I said, “And can you
it very much even though it was hard. Most said


answer them?” She said, “Yes. Oh, I guess I am repeat both semesters of calculus starting
learning as much.” they intended to take in the fall.
 Focus ON CALCULUS 7

The Harvard- stopwatches and yardsticks on a swinging of error and modeling assumptions
pendulum which is set up against the becomes an integral part of the process of
Hartford Connection blackboard. They then have to try to fit the data applying mathematics. Other labs involve
to the mathematical model, y=a-ktcos(wt), by using data on the distance of the earth from
Robert Decker, University of Hartford
experimenting with changes in the parameters the sun to estimate the time it takes the
a, k, w. In the process, they get a feel for what earth to get from one point to another on its
In 1988 John Williams and I began to incor-
these parameters represent both graphically and orbit, modeling the growth of a sunflower
porate a laboratory component in our Calculus
in terms of the pendulum. The model they plant, and modeling the effect of varying
I and II courses at the University of Hartford,
develop is then used in other labs. Students find interest rates on investment income.
using both graphing calculators and computer
times and velocities at various positions, and It is through the process of writing their
software. We had several goals: to show
estimate the time when the pendulum will stop results in the form of a lab report that the
students how calculus can be used to solve
(which can then be checked against the actual students actually come to grips with what is
real world problems with real data, to expose
pendulum). going on in the project. Though most math
students to some simple numerical and In another lab (which has been used suc- students are not used to writing about math-
graphical approaches to problem solving, to cessfully at Harvard in conjunction with the ematics, they eventually learn to produce
get students more involved in the learning new text), students gather data on adult heights well-written reports.
process through hands-on work, and to let using the people in the class. With this data one If you are using one of the standard texts,
students explore and discover important can then estimate the height of the tallest man the lab approach helps to meet several of
calculus concepts themselves. Not much in the and woman in the United States using the the goals of the calculus reform movement.
way of written materials was available at the normal curve. At the same time, the students If you are using one of the reformed texts
time, so we began to write our own lab must come up with a numerical method for (such as the CCH text), the lab component
projects. Our model is similar to that used in finding proper integrals. Students get to see gives the students more in-depth problems
the sciences— we go into the lab one day a how the need for new mathematics is related to along the lines of the ones in your book.
week, do some experiments (both physical a real problem situation. In this lab, as well as Either way, a lab component will help to
and mathematical), and have the students many of the others, a discussion of sources “bring calculus to life” for your students.
write up their results in the form of a lab
report.
The lab projects evolved into a lab manual,
“Bringing Calculus to Life,” and we received NSF Calculus Reform Funding Opportunities
funding to run workshops for other college and James Lightbourne, Calculus Program Director, National Science Foundation
high school calculus teachers in the use of the lab
approach. The first workshops were held in 1991; As part of an overall plan to strengthen science, engineering, and mathematics
we will hold another set in the summer of 1992. education, the National Science Foundation (NSF) has sponsored the Curriculum
Today there are about 30 schools using our lab Development in Mathematics: Calculus Program. Initiated five years ago, the Calculus
manual. At the University of Hartford, our entire Program was designed to stimulate the development of projects in response to the need for
department has adopted the lab approach. revision and renewal in the calculus curriculum. The program has provided support for
We had been using a standard calculus text projects that deal with all the topics of one and two-year calculus sequences, including
while developing the lab approach, and I had linear algebra and differential equations. While the closing date for the Calculus Program
experienced a certain amount of discontinuity 1992 funding recently passed, there are several other related programs that present funding
between the text and the lab materials. One student opportunities to faculty interested in calculus reform.
on an evaluation of the course wrote, “I learned “Undergraduate Course and Curriculum Development” provides support to plan and
calculus better through the labs than through the develop curricula for introductory level courses with the goal of improving the learning
book.” As I was hesitant to write a calculus text environment in science, engineering, and mathematics for all students. Grants provide for
myself, I was overjoyed when I came across the planning, implementation, assessment, and dissemination of projects. (NSF Brochure 91-
preliminary version of the text written by the 50; Closes June 15, 1992)
Calculus Consortium based at Harvard University “Undergraduate Faculty Enhancement” offers grants for undergraduate faculty seminars
(CCH). I immediately agreed to use the text in the and conferences to provide opportunities for groups of faculty to learn about new
1991-92 school year, and to spread the word about techniques and new developments in their fields. Awards are made to conduct seminars,
it among the schools using our lab manual. Those short courses, workshops, or similar activities for groups of faculty members outside the
familiar with the CCH materials will recognize that grantee institution. (NSF Brochure 90-112; Closes May 1, 1992)
the goals for the text are quite similar, if not “Instrumentation and Laboratory Improvement” provides support for projects to develop
identical, to the ones I listed above for our project. new or improved instrument-based undergraduate laboratory courses in science,
The combination of the two has worked out quite mathematics, or engineering. In addition, the program funds a small number of Leadership
well so far. Projects in Laboratory Development which provide support for expenses beyond instru-
Several of the labs involve a simple physical mentation in development projects of wide significance. (Closes November 1992 (tent.))
experiment which is performed by two or three
For more information on any of these programs, or to request a brochure, contact the
volunteers for the rest of the class. Data is collected
Division of Undergraduate Science, Engineering, and Mathematics Education, Room 639,
and then analyzed using the technology. In one lab,
NSF, Washington, D.C. 20550; Telephone (202) 357-7051; Electronic mail:
students collect time and distance data using
jhlight@nsf.gov (internet) or jhlight©nsf (bitnet).

8 Focus ON CALCULUS
Consortium Members
HARVARD UNIVERSITY
Teaching Reform Calculus to Teachers
CAMBRIDGE, MA
UNIVERSITY OF ARIZONA
Phil Cheifitz and Tom Timchek, Nassau Community College
TUCSON, AZ
CHELMSFORD HIGH SCHOOL
CHELMSFORD, MA Nassau Community College is a large Calculus 2 course, and conversely,
COLGATE UNIVERSITY two-year college located 30 miles east of how would a “non-CCH” Calculus 1
HAMILTON, NY New York City, on Long Island. With a student perform in a “CCH” Calculus
HAVERFORD COLLEGE mathematics department of over 65 full-time 2 course?
HAVERFORD, PA teachers and offering courses from remedial 4. How would our large summer
STANFORD UNIVERSITY mathematics through linear algebra, the calculus enrollment be affected by the
STANFORD, CA
mathematics faculty is a diverse population new approach?
UNIVERSITY OF SOUTHERN MISSISSIPPI
HATITIESBURG, MS serving a diverse student body.
SUFFOLK COUNTY COMMUNITY COLLEGE In June, 1991, two faculty members be- It also seemed that a very real concern of
SELDEN, NY came involved with the Calculus Consortium some faculty (although not explicitly
based at Harvard University (CCH). After stated) was whether they would be
Test Site Participants attending a three-day seminar at Harvard capable of teaching such a “computer-
University, we returned to our institution calculator based course, prepared at
ARIZONA STATE UNIVERSITY with enthusiasm and hope for a leaner and Harvard.”
Tempe, AZ livelier calculus course, a course that stressed After we both taught the course we
BRIGHAM YOUNG UNIVERSITY not only analytical analysis but also graphical conducted a seminar for our faculty
Provo, UT and numerical analysis of calculus concepts. during the winter intercession in order to
CAYUGA COMMUNITY COLLEGE This new course would use the latest in acquaint our colleagues with exactly how
AUBURN, NY calculator power, as well as mathematics the course differs from the traditional
DEPAUL UNIVERSITY
computer software. courses. We decided that the best way to
CHICAGO, IL
THE EVERGREEN STATE UNIVERSITY We asked for and received permission to introduce our faculty to what we were
OLYMPIA, WA teach from the new materials in four of our doing was to actually teach three topics
GETTYSBURG COLLEGE twelve Calculus I courses in the fall 1991 from Calculus 1 during our presentation.
GEITYSBURG, PA semester. Two other faculty members vol- We chose to present population growth-
MIDDLESEX COUNTY COLLEGE unteered to teach two of the four classes exponential functions, the derivative as a
EDISON, NJ using the CCH materials. While the students linear approximation, and max. mm.
MILLSAPS COLLEGE
were for the most part not put off by this new problems.
JACKSON, MS
MONROE COMMUNITY COLLEGE approach, we found that a surprising number During the presentation we also intro-
ROCHESTER, NY of faculty were very skeptical of the duced the use of the calculator and the
NASSAU COMMUNITY COLLEGE approach. Many were outright hostile. computer as tools to aid understanding.
GARDEN CITY, NY As discussions with faculty during the After the two and a half hour
NEW YORK INSTITUTE OF TECHNOLOGY semester progressed, it became evident that presentation, we believe the 25 attendees
OLD WESTBURY, NY there were certain common concerns. We felt more confident in their ability to
NORTHEAST LOUISIANA UNIVERSITY believe that these concerns are not unique to effectively present the material. They saw
MONROE, LA
NORTHERN ARIZONA UNIVERSITY
our institution. Among them were: firsthand that only the “flavor” of the
FLAGSTAFF, AZ course had changed, and they felt more
PIMA COUNTY COMMUNITY COLLEGE 1. Would the calculator and/or computer confident about their ability to learn the
TUCSON, AZ replace knowing certain basic “rules”? new software and integrate it into the
SAN FRANCISCO STATE UNIVERSITY 2. Could certain topics be omitted from the course to help reinforce the usual con-
SAN FRANCISCO, CA curriculum without loss of continuity? cepts.
SEATTLE CENTRAL COMMUNITY COLLEGE
3. How would a student who took Calculus I We have yet to come to terms
SEATITLE, WA
using the CCH materials fare in a tradi- with questions 3 and 4 posed above,
SHORELINE COMMUNITY COLLEGE
tional. but we suspect that they will be less


SEATITLE, WA
ST. LAWRENCE UNIVERSITY of a problem than imagined
CANTON, NY
SUNY AT STONY BROOK Focus ON CALCULUS
STONY BROOK, NY
UNIVERSITY OF HARTFORD
WEST HARTFORD, CT
UNIVERSITY OF SOUTH ALABAMA
MOBILE, AL
U.S. MERCHANT MARINE ACADEMY
KINGS POINT, NY
WEST VALLEY COLLEGE
SARATOGA, CA
WESTERN WASHINGTON UNIVERSITY
BELLINGHAM, WA