Abstract
The teaching of elementary calculus during the last twenty‐five years in the United States is comparable to the development of the calculus. The development of the calculus and the teaching of calculus share a similar background in that both are characterized by periods of time in which ideas slowly accumulate, awaiting the arrival of some person, who will, with a new method of discovery, synthesize the fragmentary pieces and lift the subject to a higher plane.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Mathematical Education in Science and Technology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.