Calculus III Appendix C

The structures within the discipline, the historical roots and evolving nature of mathematics, and the interaction between technology and the discipline.

Students are asked to compare mathematical concepts learned in Calculus I and II to their natural extensions and generalizations (evolution) in Calculus III. For example, limits, continuity, differentiability, optimization, integration, etc. are all concepts that are revisited for functions of several variables.

Facilitating the building of student conceptual and procedural understanding.

Helping all students build understanding of the discipline including:

. Confidence in their abilities to utilize mathematical knowledge.

. Awareness of the usefulness of mathematics.

. The economic implications of fine mathematical preparation.

Students are tested on their ability to apply the mathematical knowledge gained in the course to problems on homework and tests.

Exploring, conjecturing, examining and testing all aspects of problem solving.

Aspects of problem-solving are assessed on homework and tests.

Formulating and posing worthwhile mathematical tasks, solving problems using several strategies, evaluating results, generalizing solutions, using problem solving approaches effectively, and applying mathematical modeling to real-world situations.

Most problem sets contain some application problems.

Making convincing mathematical arguments, framing mathematical questions and conjectures, formulating counter-examples, constructing and evaluating arguments, and using intuitive, informal exploration and formal proof.

Students asked to construct convincing mathematical arguments in class as well as on tests.

Expressing ideas orally, in writing, and visually-, using mathematical language, notation, and symbolism; translating mathematical ideas between and among contexts.

Students are challenged to show their work on homework and test problems.

Connecting the concepts and procedures of mathematics, drawing connections between mathematical strands, between mathematics and other disciplines, and with daily life.

Daily problem assignments are made to assess the student's ability to connect concepts with procedures.

Selecting appropriate representations to facilitate mathematical problem solving and translating between and among representations to explicate problem-solving situations.

For many problems, students must choose an appropriate coordinate system, order of integration, to solve some problems more efficiently.

Mathematical processes including:

. Problem solving.

. Communication.

. Reasoning and formal and informal argument.

. Mathematical connections.

. Representations.

. Technology.

Homework problems are of two types; exercise and problem-solving. Students are required to justify answers through informal arguments. Use of graphing calculators and computer algebra systems is helpful for some problems.

Number operations and relationships from both abstract and concrete perspectives identifying real world applications, and representing and connecting mathematical concepts and procedures including:

. Number sense.

. Set theory.

. Number and operation.

. Composition and decomposition of numbers, including place value, primes, factors, multiples, inverses, and the extension of these concepts throughout mathematics.

. Number systems through the real numbers, their properties and relations.

. Computational procedures.

. Proportional reasoning.

. Number theory.

Calculus III is loaded with computational procedures. Most of the course centers on how to compute various quantities.

Mathematical concepts and procedures, and the connections among them for teaching upper level number operations and relationships including:

. Advanced counting procedures, including union and intersection of sets, and parenthetical operations.

. Algebraic and transcendental numbers.

. The complex number system, including polar coordinates.

. Approximation techniques as a basis for numerical integration, fractals, and numerical-based proofs.

. Situations in which numerical arguments presented in a variety of classroom and real-world situations (e.g., political, economic, scientific, social) can be created and critically evaluated.

. Opportunities in which acceptable limits of error can be assessed (e.g., evaluating strategies, testing the reasonableness of results, and using technology to carry out computations).

Approximation techniques in the form of differentials and tangent planes appear as homework problems and test questions.

Geometry and measurement from both abstract and concrete perspectives and to identify real world applications, and mathematical concepts, procedures and connections among them including:

. Formal and informal argument.

. Names, properties, and relationships of two- and three-dimensional shapes.

. Spatial sense.

. Spatial reasoning and the use of geometric models to represent, visualize, and solve problems.

. Transformations and the ways in which rotation, reflection, and translation of shapes can illustrate concepts, properties, and relationships.

. Coordinate geometry systems including relations between coordinate and synthetic geometry, and generalizing geometric principles from a two-dimensional system to a three-dimensional system.

. Concepts of measurement, including measurable attributes, standard and non-standard units, precision and accuracy, and use of appropriate tools.

. The structure of systems of measurement, including the development and use of measurement systems and the relationships among different systems. Measurement including length, area, volume, size of angles, weight and mass, time, temperature, and money.

. Measuring, estimating, and using measurement to describe and compare geometric phenomena.

. Indirect measurement and its uses, including developing formulas and procedures for determining measure to solve problems.

Students must master quite a bit of analytic geometry: equations of lines, planes, quadric surfaces, characterize parallelism, perpendicularity, and visualize surfaces in three-dimensional contexts. Measuring areas and volumes is a fundamental problems that is dealt with in homework and test questions.

Mathematical concepts, procedures, and the connections among them for teaching upper level geometry and measurement including:

. Systems of geometry, including Euclidean, non-Euclidean, coordinate, transformational, and projective geometry.

. Transformations, coordinates, and vectors and their use in problem solving. Three-dimensional geometry and its generalization to other dimensions. Topology, including topological properties and transformations.

. Opportunities to present convincing arguments by means of demonstration, informal proof, counter-examples, or other logical means to show the truth of statements and/or generalizations.

Students are tested over their understanding of cartesian, polar, cylindrical and spherical coordinate systems. They should be able to find coordinates of a given point in each of these systems and have some familiarity with transforming double and triple integrals into a given coordinate system.

Statistics and probability from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts, procedures and the connections between them including:

. Use of data to explore real-world issues.

. The process of investigation including formulation of a problem, designing a data collection plan, and collecting, recording, and organizing data.

. Data representation through graphs, tables, and summary statistics to describe data distributions, central tendency, and variance.

. Analysis and interpretation of data.

. Randomness, sampling, and inference.

. Probability as a way to describe chances or risk in simple and compound events.

. Outcome prediction based on experimentation or theoretical probabilities.

The principle of least-squares fit as a multidimensional optimization problem and the utility of double integrals in computing probabilities are introduced in problems.

Mathematical concepts, procedures, and the connections among them for teaching upper level statistics and probability including:

. Use of the random variable in the generation and interpretation of probability distributions.

. Descriptive and inferential statistics, measures of disbursement, including validity and reliability, and correlation.

. Probability theory and its link to inferential statistics.

. Discrete and continuous probability distributions as bases for inference.

. Situations in which students can analyze, evaluate, and critique the methods and conclusions of statistical experiments reported in journals, magazines, news media, advertising, etc.

None.

Functions, algebra, and basic concepts underlying calculus from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts, procedures and the connections among them including:

. Patterns.

. Functions as used to describe relations and to model real world situations.

. Representations of situations that involve variable quantities with expressions, equations and inequalities and that include algebraic and geometric relationships.

. Multiple representations of relations, the strengths and limitations of each representation, and conversion from one representation to another.

. Attributes of polynomial, rational, trigonometric, algebraic, and exponential functions.

. Operations on expressions and solution of equations, systems of equations and inequalities using concrete, informal, and formal methods.

. Underlying concepts of calculus, including rate of change, limits, and approximations for irregular areas.

The analysis of functions of several variables is the principal objective of the course. Students are required to show mastery of elementary calculus concepts, such as, limits, differentiability, and continuity in this context. Some equation - solving required as a subtask to many problems in the homework and on tests. Some work with inequalities (making bounds: upper and lower) is also assessed on problems and tests.

Mathematical concepts, procedures, and the connections among them for teaching upper level functions, algebra, and concepts of calculus including:

. Concepts of calculus, including limits (epsilon-delta) and tangents, derivatives, integrals, and sequences and series.

. Modeling to solve problems.

. Calculus techniques including finding limits, derivatives, integrals, and using special rules.

. Calculus applications including modeling, optimization, velocity and acceleration, area, volume, and center of mass.

. Numerical and approximation techniques including Simpson's rule, trapezoidal rule, Newton's Approximation, and linearization.

. Multivariate calculus.

. Differential equations.

Students must master basic concepts of multivariable calculus and apply them in problem-solving situations. These topics include: dot product, cross product, arc length, limits, continuity, partial derivatives, tangent planes, differentials, chain rule, directional derivatives, double and triple integrals, surface area.

Discrete processes from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts, procedures and the connections among them including:

. Counting techniques.

. Representation and analysis of discrete mathematics problems using sequences, graph theory, arrays, and networks.

. Iteration and recursion.

None.

Mathematical concepts, procedures, and the connections among them for teaching upper level discrete mathematics including:

. Topics, including symbolic logic, induction, linear programming, and finite graphs.

. Matrices as a mathematical system, and matrices and matrix operations as tools for recording information and for solving problems.

. Developing and analyzing algorithms.

Matrices and determinants used to visualize the computation of the cross product, apply the chain rule, and change variables in multiple integrals.