Abstract
ABSTRACT The purpose of this paper is to propose a point of view that can be used to create calculus curricula that tie mastery of techniques to the understanding of fundamentals within a framework that supports the general education goals of core curricula. This involves obtaining the correct balance between the formative knowledge content and the instrumental knowledge content of the course, and teaching the course via the method of directed discovery organized around a consistent approach to problem solving. This paper concludes with a brief discussion of the outcome of a pilot version of such a course. * Based on a presentation given at the Conference on the Teaching of Calculus held at Harvard University on 12–13 June 1992.
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