English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Calculus has been around for a long time, evolving into a core requirement for many disciplines. Given the changing and growing clientele, over the past decades there have been extensive and continuing discussions about how to improve the teaching of calculus and the level of understanding of our students. Just remember the “calculus reform” of the 1980s, and—jumping ahead—two recent contributions by K. Stroyan [Str] and F. Quinn [Qui] that have appeared in this column of the Notices. Still, the basic structure of the introduction to calculus has hardly changed over many years. While the style of presentation has undergone many transformations and—supported by technology— graphing and numerical approaches have become more widespread, tangents and derivatives are invariably introduced via the standard approximation process that involves some version of limits. This makes it necessary to study limits, limit theorems, and continuity to lay the foundations for understanding derivatives. Even if discussed in an intuitive and nontechnical form, these topics

Doceamus: Descartes’s Double Point Method for Tangents: An Old Idea Suggests New Approaches to Calculus