Abstract
This short article is an attempt to identify and classify some of the salient features of change in present day calculus instruction, with a view of the problems faced by physicists. It is meant to be a description of subtle but cumulative perturbations which are actually taking place. The classification of these changes is given in terms which are accompanied by examples, and a plea is made for understanding the reasons behind present trends. An appendix gives a sample of textbooks which the concerned physicist could examine with profit.
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