Early transcendentals vs late transcendentals

[Jodi Cotten]

Some parts of this message have been removed. Learn more about Nabble's security policy.

Our department is having a discussion about switching to early transcendentals in our calculus sequence.  I am looking for reasons that some of you have, or have not, switched.  And, for those of you that have switched, (1) are you happy with the change, and (2) how have you arranged your topics so that Calc I is not overloaded with topics.

 

We have a department meeting on Tuesday and I'd like to have info to pass on at that time, from as many of you as possible.

 

Thanks!

 

Jodi

 

[Alain Schremmer]

On Mar 28, 2008, at 4:12 PM, Jodi Cotten wrote:
> Our department is having a discussion about switching to early  
> transcendentals in our calculus sequence.  I am looking for reasons  
> that some of you have, or have not, switched.  And, for those of  
> you that have switched, (1) are you happy with the change, and (2)  
> how have you arranged your topics so that Calc I is not overloaded  
> with topics.

1) The overload problem, while quite real, has everything to do with  
"topics" inasmuch as topics do not allow for any learning buildup.

2) Rearranging the order of topics is not likely to alleviate the  
overload problem.

3) Aside from the overload problem, the issue is how to define  
transcendental functions. For a discussion of this, see the Spring 99  
installment of my Notes From the Mathematical Underground in the  
AMATYC Review. The AMATYC has yet to put the archives on the web but  
you can find it at http://www.freemathtexts.org/RTFtext.html > Spring  
1999.

Regards
--Schremmer
****************************************************************************
* To post to the list: email mathedcc@... *
* To unsubscribe, email the message "unsubscribe mathedcc" to majordomo@... *
* Archives at http://mathforum.org/kb/forum.jspa?forumID=184 *
****************************************************************************

[Spears, Sandy (Jefferson)]

Jodi,
We switched a long time ago. We currently use Jim Stewart’s Calculus: Concepts and Context and cover all the derivatives and applications of derivatives in Calc I ending with the Fundamental Theorem of Calculus and basic antiderivatives as well as areas and Riemann Sums. Calc II begins with u-substitution and all the techniques of integration. We like it very much in Calc I. It makes the beginning of Calc II harder because we’re doing all the techniques of integration right at the beginning but we still like it overall. I think it drives home the point that each transcendental function is just another function in the “toolbox” of functions and we work with them just like any other. It also allows better problems and understanding using the chain rule for derivatives.

Good luck with your decision!

Sandy Spears
Jefferson Community and Technical College
Louisville KY


On 3/28/08 4:12 PM, "Jodi Cotten" <mathprofjc@...> wrote:

Our department is having a discussion about switching to early transcendentals in our calculus sequence.  I am looking for reasons that some of you have, or have not, switched.  And, for those of you that have switched, (1) are you happy with the change, and (2) how have you arranged your topics so that Calc I is not overloaded with topics.

We have a department meeting on Tuesday and I'd like to have info to pass on at that time, from as many of you as possible.

Thanks!

Jodi

[Jodi Cotten]

Some parts of this message have been removed. Learn more about Nabble's security policy.

Sandy,

 

Thank you for your reply. One more question - and also for others that reply - how many credit hours are each of your calculus classes?  Where do you put sequences and series, Calc II or III?

 

Jodi

----- Original Message -----

From: sandy.spears@...

To: mathprofjc@... ; mathedcc@...

Sent: Friday, March 28, 2008 6:04 PM

Subject: Re: Early transcendentals vs late transcendentals

Jodi,
We switched a long time ago. We currently use Jim Stewart’s Calculus: Concepts and Context and cover all the derivatives and applications of derivatives in Calc I ending with the Fundamental Theorem of Calculus and basic antiderivatives as well as areas and Riemann Sums. Calc II begins with u-substitution and all the techniques of integration. We like it very much in Calc I. It makes the beginning of Calc II harder because we’re doing all the techniques of integration right at the beginning but we still like it overall. I think it drives home the point that each transcendental function is just another function in the “toolbox” of functions and we work with them just like any other. It also allows better problems and understanding using the chain rule for derivatives.

Good luck with your decision!

Sandy Spears
Jefferson Community and Technical College
Louisville KY


On 3/28/08 4:12 PM, "Jodi Cotten" <mathprofjc@...> wrote:

Our department is having a discussion about switching to early transcendentals in our calculus sequence.  I am looking for reasons that some of you have, or have not, switched.  And, for those of you that have switched, (1) are you happy with the change, and (2) how have you arranged your topics so that Calc I is not overloaded with topics.

We have a department meeting on Tuesday and I'd like to have info to pass on at that time, from as many of you as possible.

Thanks!

Jodi

[Bret Taylor-2]

Some parts of this message have been removed. Learn more about Nabble's security policy.

We do essentially the same thing Sandy does.  Our calc sequence is 5-4-4

----- Original Message -----

From: mathprofjc@...

To: sandy.spears@... ; mathedcc@...

Sent: Friday, March 28, 2008 7:00 PM

Subject: Re: Early transcendentals vs late transcendentals

Sandy,

 

Thank you for your reply. One more question - and also for others that reply - how many credit hours are each of your calculus classes?  Where do you put sequences and series, Calc II or III?

 

Jodi

----- Original Message -----

From: sandy.spears@...

To: mathprofjc@... ; mathedcc@...

Sent: Friday, March 28, 2008 6:04 PM

Subject: Re: Early transcendentals vs late transcendentals

Jodi,
We switched a long time ago. We currently use Jim Stewart’s Calculus: Concepts and Context and cover all the derivatives and applications of derivatives in Calc I ending with the Fundamental Theorem of Calculus and basic antiderivatives as well as areas and Riemann Sums. Calc II begins with u-substitution and all the techniques of integration. We like it very much in Calc I. It makes the beginning of Calc II harder because we’re doing all the techniques of integration right at the beginning but we still like it overall. I think it drives home the point that each transcendental function is just another function in the “toolbox” of functions and we work with them just like any other. It also allows better problems and understanding using the chain rule for derivatives.

Good luck with your decision!

Sandy Spears
Jefferson Community and Technical College
Louisville KY


On 3/28/08 4:12 PM, "Jodi Cotten" <mathprofjc@...> wrote:

Our department is having a discussion about switching to early transcendentals in our calculus sequence.  I am looking for reasons that some of you have, or have not, switched.  And, for those of you that have switched, (1) are you happy with the change, and (2) how have you arranged your topics so that Calc I is not overloaded with topics.

We have a department meeting on Tuesday and I'd like to have info to pass on at that time, from as many of you as possible.

Thanks!

Jodi

[Spears, Sandy (Jefferson)]

Our Calculus I and II are each 5 credits. Our Calc III is 4 credits. Calc III is all vectors and multivariable. Calc II has the sequences and series.

Sandy


On 3/28/08 7:00 PM, "Jodi Cotten" <mathprofjc@...> wrote:

Sandy,

Thank you for your reply. One more question - and also for others that reply - how many credit hours are each of your calculus classes?  Where do you put sequences and series, Calc II or III?

Jodi

----- Original Message -----
 
From:  Spears,  Sandy (Jefferson) sandy.spears@...  
 
To: Jodi Cotten mathprofjc@...  ; Mathedcc mathedcc@...   
 
Sent: Friday, March 28, 2008 6:04 PM
 
Subject: Re: Early transcendentals vs  late transcendentals
 

Jodi,
We switched a long time ago. We currently use  Jim Stewart’s Calculus: Concepts and Context and cover all the  derivatives and applications of derivatives in Calc I ending with the  Fundamental Theorem of Calculus and basic antiderivatives as well as areas and  Riemann Sums. Calc II begins with u-substitution and all the techniques of  integration. We like it very much in Calc I. It makes the beginning of Calc II  harder because we’re doing all the techniques of integration right at the  beginning but we still like it overall. I think it drives home the point that  each transcendental function is just another function in the “toolbox” of  functions and we work with them just like any other. It also allows better  problems and understanding using the chain rule for derivatives.

Good  luck with your decision!

Sandy Spears
Jefferson Community and  Technical College
Louisville KY


On 3/28/08 4:12 PM, "Jodi  Cotten" <mathprofjc@...> wrote:

 

Our department is having a  discussion about switching to early transcendentals in our calculus  sequence.  I am looking for reasons that some of you have, or have not,  switched.  And, for those of you that have switched, (1) are you happy  with the change, and (2) how have you arranged your topics so that Calc I is  not overloaded with topics.

We have a department meeting  on Tuesday and I'd like to have info to pass on at that time, from as many  of you as possible.

Thanks!

Jodi

[lynne ipina]

Our sequence is similar, with 4-4-4.


Lynne Ipina
Math
University of Wyoming


-----Original Message-----
From: Bret Taylor [bret.taylor@...]
Sent: Fri 3/28/2008 5:32 PM
To: Jodi Cotten; Spears, Sandy (Jefferson); Mathedcc
Subject: Re: Early transcendentals vs late transcendentals

Re: Early transcendentals vs late transcendentalsWe do essentially the same thing Sandy does.  Our calc sequence is 5-4-4
  ----- Original Message -----
  From: Jodi Cotten
  To: Spears, Sandy (Jefferson) ; Mathedcc
  Sent: Friday, March 28, 2008 7:00 PM
  Subject: Re: Early transcendentals vs late transcendentals


  Sandy,

  Thank you for your reply. One more question - and also for others that reply - how many credit hours are each of your calculus classes?  Where do you put sequences and series, Calc II or III?

  Jodi
    ----- Original Message -----
    From: Spears, Sandy (Jefferson)
    To: Jodi Cotten ; Mathedcc
    Sent: Friday, March 28, 2008 6:04 PM
    Subject: Re: Early transcendentals vs late transcendentals


    Jodi,
    We switched a long time ago. We currently use Jim Stewart's Calculus: Concepts and Context and cover all the derivatives and applications of derivatives in Calc I ending with the Fundamental Theorem of Calculus and basic antiderivatives as well as areas and Riemann Sums. Calc II begins with u-substitution and all the techniques of integration. We like it very much in Calc I. It makes the beginning of Calc II harder because we're doing all the techniques of integration right at the beginning but we still like it overall. I think it drives home the point that each transcendental function is just another function in the "toolbox" of functions and we work with them just like any other. It also allows better problems and understanding using the chain rule for derivatives.

    Good luck with your decision!

    Sandy Spears
    Jefferson Community and Technical College
    Louisville KY


    On 3/28/08 4:12 PM, "Jodi Cotten" <mathprofjc@...> wrote:


      Our department is having a discussion about switching to early transcendentals in our calculus sequence.  I am looking for reasons that some of you have, or have not, switched.  And, for those of you that have switched, (1) are you happy with the change, and (2) how have you arranged your topics so that Calc I is not overloaded with topics.

      We have a department meeting on Tuesday and I'd like to have info to pass on at that time, from as many of you as possible.

      Thanks!

      Jodi

[wmackey]

Sandy,

You and your school have it just right.  Keep up the good work.

wayne

Quoting Jodi Cotten <mathprofjc@...>:

> Re: Early transcendentals vs late transcendentalsSandy,
>
> Thank you for your reply. One more question - and also for others  
> that reply - how many credit hours are each of your calculus  
> classes?  Where do you put sequences and series, Calc II or III?
>
> Jodi
>   ----- Original Message -----
>   From: Spears, Sandy (Jefferson)
>   To: Jodi Cotten ; Mathedcc
>   Sent: Friday, March 28, 2008 6:04 PM
>   Subject: Re: Early transcendentals vs late transcendentals
>
>
>   Jodi,
>   We switched a long time ago. We currently use Jim Stewart's  
> Calculus: Concepts and Context and cover all the derivatives and  
> applications of derivatives in Calc I ending with the Fundamental  
> Theorem of Calculus and basic antiderivatives as well as areas and  
> Riemann Sums. Calc II begins with u-substitution and all the  
> techniques of integration. We like it very much in Calc I. It makes  
> the beginning of Calc II harder because we're doing all the  
> techniques of integration right at the beginning but we still like  
> it overall. I think it drives home the point that each  
> transcendental function is just another function in the "toolbox" of  
>  functions and we work with them just like any other. It also allows  
>  better problems and understanding using the chain rule for  
> derivatives.
>
>   Good luck with your decision!
>
>   Sandy Spears
>   Jefferson Community and Technical College
>   Louisville KY
>
>
>   On 3/28/08 4:12 PM, "Jodi Cotten" <mathprofjc@...> wrote:
>
>
>     Our department is having a discussion about switching to early  
> transcendentals in our calculus sequence.  I am looking for reasons  
> that some of you have, or have not, switched.  And, for those of you  
>  that have switched, (1) are you happy with the change, and (2) how  
> have you arranged your topics so that Calc I is not overloaded with  
> topics.
>
>     We have a department meeting on Tuesday and I'd like to have  
> info to pass on at that time, from as many of you as possible.
>
>     Thanks!
>
>     Jodi
>
>
>
>
>

****************************************************************************
* To post to the list: email mathedcc@... *
* To unsubscribe, email the message "unsubscribe mathedcc" to majordomo@... *
* Archives at http://mathforum.org/kb/forum.jspa?forumID=184 *
****************************************************************************

[Annette Hawkins]

Hi Jodi,

We do early transcendals.  The prerequisite for Cal I is Precalculus
Algebra and Precalculus Trig.  We have Cal I, II, and III with series
and sequences in Cal II.  Our students meet five days a week and get 4
semester hour credit.  We have been using early transcendals for over 20
years because we found that we could teach the concepts better with all
of the functions.  

Annette D. Hawkins, Ed. D.
Math Instructor
Wayne Community College
3000 Wayne Memorial Drive
Goldsboro, NC 27534

"Nearly all men can stand adversity, but if you want to test a man's
character, give him power."
Abraham Lincoln

>>> Jodi Cotten <mathprofjc@...> 03/28/08 4:12 PM >>>
Our department is having a discussion about switching to early
transcendentals in our calculus sequence.  I am looking for reasons that
some of you have, or have not, switched.  And, for those of you that
have switched, (1) are you happy with the change, and (2) how have you
arranged your topics so that Calc I is not overloaded with topics.

We have a department meeting on Tuesday and I'd like to have info to
pass on at that time, from as many of you as possible.

Thanks!

Jodi

4̄Mail correspondence to and from this sender may be subject to the
North Carolina public records law and may be disclosed to third parties.

****************************************************************************
* To post to the list: email mathedcc@... *
* To unsubscribe, email the message "unsubscribe mathedcc" to majordomo@... *
* Archives at http://mathforum.org/kb/forum.jspa?forumID=184 *
****************************************************************************

[Joan Kessler]

Some parts of this message have been removed. Learn more about Nabble's security policy.

BCC Central  .   We use Larson Early Trans.  5  -5 - 4  for credits

 

Joan S. Kessler

 

 

-----Original Message-----
From: owner-mathedcc@... [mailto:owner-mathedcc@...] On Behalf Of Jodi Cotten
Sent: Friday, March 28, 2008 4:13 PM
To: mathedcc
Subject: Early transcendentals vs late transcendentals

 

Our department is having a discussion about switching to early transcendentals in our calculus sequence.  I am looking for reasons that some of you have, or have not, switched.  And, for those of you that have switched, (1) are you happy with the change, and (2) how have you arranged your topics so that Calc I is not overloaded with topics.

 

We have a department meeting on Tuesday and I'd like to have info to pass on at that time, from as many of you as possible.

 

Thanks!

 

Jodi

 

Internal Virus Database is out-of-date.
Checked by AVG Free Edition.
Version: 7.5.516 / Virus Database: 269.21.6/1316 - Release Date: 3/6/2008 6:58 PM

No virus found in this outgoing message.
Checked by AVG.
Version: 7.5.519 / Virus Database: 269.22.1/1348 - Release Date: 3/28/2008 10:58 AM

[Jodi Cotten]

Some parts of this message have been removed. Learn more about Nabble's security policy.

Thank you to everyone with your responses.  Please keep them coming.  Our meeting is  Tuesday and I'd like to have as many as possible.  All responses are weighted towards the early transcendental end. Is there anyone at a school who has decided to not go in this direction? If so, I'd appreciate knowing why you have decided to stay in that direction.

 

Thank you!

 

Jodi

[Bruce Yoshiwara]

Some parts of this message have been removed. Learn more about Nabble's security policy.

Hi Jodi,
 
Here in (what my department chair likes to call) "the wild, wild west" (and we are indeed west of Bonnie's school, West Los Angeles College), we are currently using 3 different calculus books for first-year calculus, with individual instructors choosing which book they will use.
 
One is Stewart with early transcendentals, one is Stewart with late transcendentals, and the third is Hughes-Hallet et al. (a.k.a. the "Harvard Calculus", which puts transcendental functions in Calc I).  Our course outlines stipulate that transcendantal functions are in Calculus I (and the instructor who uses the late transcendental textbook skips to appropriate sections of his textbook in order to follow the course outline).
 
We've had no problems with articulation with UCLA or other University of California or California State University campus. 
 
We do, as you might anticipate, have students who take Calc I with one textbook, Calc II with another, and even conceivably Calc III with yet another textbook. 
 
To give you an inkling of our faculty priorities, there is currently an effort afoot to have our contract stipulate that no department can adopt any textbook unless 100% of the faculty in that department approve the choice.  And even if there is a department adoption, every faculty member will still have the right to ignore that adoption and choose whatever textbook s/he wishes for each section s/he teaches. 
 
Some say that "academic freedom" trumps academic responsibility at my campus.
 
Bruce Yoshiwara
Los Angeles Pierce College

----------------------------------------------------------------------
byoshiwara@...
http://www.piercecollege.edu/faculty/yoshibw/
office [phone]
fax [phone]
"Like the crest of a peacock so is mathematics at the head of all knowledge. "—Anonymous
----------------------------------------------------------------------

---

> From: bonnie.blustein@...

> To: mathprofjc@...; mathedcc@...
> Subject: Re: Early transcendentals vs late transcendentals
> Date: Tue, 1 Apr 2008 21:11:28 +0000
>
>
> - --NextPart_Webmail_9m3u9jl4l_18464_1207084288_0
> Content-Type: text/plain
> Content-Transfer-Encoding: 8bit
>
> Hi Jodi,
> My school does NOT use early transcendentals. We use Stewart mainly because it's used at UCLA and other UC's and using it avoids problems with articulation. One of my colleagues said that he doesn't like the early transcendental treatments he's seen because they are "less rigorous" (eg omit definition of e in terms of an integral) and "never get back to treating them more rigorously later."
>
>
> Bonnie
> - -------------- Original message from Jodi Cotten <mathprofjc@...>: --------------
>
>
> Thank you to everyone with your responses. Please keep them coming. Our meeting is Tuesday and I'd like to have as many as possible. All responses are weighted towards the early transcendental end. Is there anyone at a school who has decided to not go in this direction? If so, I'd appreciate knowing why you have decided to stay in that direction.
>
> Thank you!
>
> Jodi
> - --NextPart_Webmail_9m3u9jl4l_18464_1207084288_0
> Content-Type: multipart/related; boundary="NextPart_Webmail_9m3u9jl4l_18464_1207084288_1"
>
>
> - --NextPart_Webmail_9m3u9jl4l_18464_1207084288_1
> Content-Type: text/html
> Content-Transfer-Encoding: 8bit
>
> <html>
> <!-- BEGIN WEBMAIL STATIONERY -->
> <head></head>
> <body>
> <!-- WEBMAIL STATIONERY noneset -->
> <DIV></DIV>
> <DIV>Hi Jodi, </DIV>
> <DIV>My school does NOT use early transcendentals.&nbsp; We use Stewart mainly because it's used at UCLA and other UC's and using it avoids problems with articulation.&nbsp; One of my colleagues said that he doesn't like the early transcendental treatments he's seen because they are "less rigorous" (eg omit definition of e in terms of an integral) and "never get back to treating them more rigorously later."</DIV>
> <DIV>&nbsp;</DIV>
> <DIV>&nbsp;</DIV>
> <DIV>Bonnie</DIV>
> <BLOCKQUOTE style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #1010ff 2px solid">-------------- Original message from Jodi Cotten &lt;mathprofjc@...&gt;: -------------- <BR><BR>
> <META content="MSHTML 6.00.6000.16608" name=GENERATOR>
> <STYLE>@font-face {
> font-family: Tahoma;
> }
> @font-face {
> font-family: Comic Sans MS;
> }
> @page Section1 {size: 8.5in 11.0in; margin: 1.0in 1.25in 1.0in 1.25in; }
> P.MsoNormal {
> FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
> }
> LI.MsoNormal {
> FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
> }
> DIV.MsoNormal {
> FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
> }
> A:link {
> COLOR: blue; TEXT-DECORATION: underline
> }
> SPAN.MsoHyperlink {
> COLOR: blue; TEXT-DECORATION: underline
> }
> A:visited {
> COLOR: purple; TEXT-DECORATION: underline
> }
> SPAN.MsoHyperlinkFollowed {
> COLOR: purple; TEXT-DECORATION: underline
> }
> P.MsoAutoSig {
> FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
> }
> LI.MsoAutoSig {
> FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
> }
> DIV.MsoAutoSig {
> FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman"
> }
> SPAN.EmailStyle17 {
> COLOR: navy; FONT-FAMILY: Arial
> }
> DIV.Section1 {
> page: Section1
> }
> </STYLE>
>
> <DIV><FONT face="Comic Sans MS" size=2>Thank you to everyone with your responses.&nbsp; Please keep them coming.&nbsp; Our meeting is&nbsp; Tuesday and I'd like to have as many as possible.&nbsp; All responses are weighted towards the early transcendental end. Is there anyone at a school who has decided to not go in this direction? If so, I'd appreciate knowing why you have decided to stay in that direction.</FONT></DIV>
> <DIV><FONT face="Comic Sans MS" size=2></FONT>&nbsp;</DIV>
> <DIV><FONT face="Comic Sans MS" size=2>Thank you!</FONT></DIV>
> <DIV><FONT face="Comic Sans MS" size=2></FONT>&nbsp;</DIV>
> <DIV><FONT face="Comic Sans MS" size=2>Jodi</FONT></DIV></BLOCKQUOTE>
> <!-- END WEBMAIL STATIONERY -->
>
> </body>
> </html>
>
> - --NextPart_Webmail_9m3u9jl4l_18464_1207084288_1--
>
> - --NextPart_Webmail_9m3u9jl4l_18464_1207084288_0--
> ****************************************************************************
> * To post to the list: email mathedcc@... *
> * To unsubscribe, email the message "unsubscribe mathedcc" to majordomo@... *
> * Archives at http://mathforum.org/kb/forum.jspa?forumID=184 *
> ****************************************************************************

[Alain Schremmer]

On Apr 1, 2008, at 7:42 PM, Bruce Yoshiwara wrote:

> To give you an inkling of our faculty priorities, there is  
> currently an effort afoot to have our contract stipulate that no  
> department can adopt any textbook unless 100% of the faculty in  
> that department approve the choice.  And even if there is a  
> department adoption, every faculty member will still have the right  
> to ignore that adoption and choose whatever textbook s/he wishes  
> for each section s/he teaches.
>
> Some say that "academic freedom" trumps academic responsibility at  
> my campus.

This is indeed a big question:

A short answer might be that the choice is either between something  
like the above or someone dictating that all trains ought to run on  
time. But while the trains may run on time, the cost is huge,  
particularly the psychological cost. (By the way, they didn't really;  
all Mussolini did was to lengthen the schduled times: So, for  
instance, instead of Rome Milano being scheduled for, say, six hours  
with the train arriving 15 minutes late, they rescheduled it for  
seven hours with the trains arriving at best 15 minutes early but  
mostly on time. And therein is a lesson for us too.)

A somewhat longer answer might be that what makes three textbooks  
deplorable is that we depend so much on the textbook. And that in  
turn is, as I said in another thread, because we choose to teach  
mathematics as "painting by numbers" and certainly in terms of  
developing a sense of how to get from here to there".

An even longer answer would be: Where are the role models for  
responsibility?

Regards
--schremmer
****************************************************************************
* To post to the list: email mathedcc@... *
* To unsubscribe, email the message "unsubscribe mathedcc" to majordomo@... *
* Archives at http://mathforum.org/kb/forum.jspa?forumID=184 *
****************************************************************************

[coolmath2]

In a message dated 4/1/2008 4:43:59 P.M. Pacific Daylight Time, byoshiwara@... writes:

Here in (what my department chair likes to call) "the wild, wild west" (and we are indeed west of Bonnie's school, West Los Angeles College), we are currently using 3 different calculus books for first-year calculus, with individual instructors choosing which book they will use.

Wow!  What happens when a kid goes on to Calc 2 with a different teacher?  Does he have to buy a new book?  Don't calculus books cost about $1000 now?  ;-)

 

Karen
Coolmath.com

 

---

Planning your summer road trip? Check out AOL Travel Guides.