Relevant bibliographies by topics / Advanced Calculus

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Advanced Calculus'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Advanced Calculus"

1

Tall, David, and Wilfred Kaplan. "Advanced Calculus." Mathematical Gazette 69, no. 449 (1985): 244. http://dx.doi.org/10.2307/3617560.

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Ashlock, Daniel. "Fast Start Advanced Calculus." Synthesis Lectures on Mathematics and Statistics 11, no. 5 (2019): 1–193. http://dx.doi.org/10.2200/s00948ed1v01y201908mas030.

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Azevedo, P. "Advanced calculus for users." Advances in Engineering Software 14, no. 1 (1992): 88–89. http://dx.doi.org/10.1016/0965-9978(92)90092-t.

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Krattenthaler, C. "Advanced determinant calculus: A complement." Linear Algebra and its Applications 411 (December 2005): 68–166. http://dx.doi.org/10.1016/j.laa.2005.06.042.

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Farida, Nurul, and Rina Agustina. "IMPLEMENTASI BAHAN AJAR KALULUS LANJUT BERBASIS INKURI." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 6, no. 3 (2017): 332. http://dx.doi.org/10.24127/ajpm.v6i3.1145.

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In advanced calculus learning is needed teaching materials that can help students understand the concept. One of the teaching materials that can be used is by applying teaching materials that contains the problem of understanding the concept of advanced calculus. This instructional material can be arranged with inquiry-based. The research design used is Pre-Experimental Design with One-Group Pretest-Posttest Design type. From result of research, obtained t count equal to 11,8 and t tabel equal to 1,645 mean value of concept comprehension after given instructional materials advanced calculus based on inquiry is significantly better than before using advanced calculus based instructional materials inquiry. Based on the results of data analysis concluded that the instructional materials advanced inquiry-based advanced calculus developed effectively can improve the ability of students' concept of understanding on advanced calculus learning.
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Ziegel, Eric R., and Andre Khuri. "Advanced Calculus with Applications in Statistics." Technometrics 36, no. 3 (1994): 333. http://dx.doi.org/10.2307/1269402.

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Leake, Charles, and Andre I. Khuri. "Advanced Calculus with Application in Statistics." Journal of the Operational Research Society 46, no. 2 (1995): 265. http://dx.doi.org/10.2307/2583996.

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Lord, Nick, and H. E. Edwards. "Advanced Calculus: A Differential Forms Approach." Mathematical Gazette 80, no. 489 (1996): 629. http://dx.doi.org/10.2307/3618555.

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Kimber, Alan, and A. I. Khuri. "Advanced Calculus with Applications in Statistics." Journal of the Royal Statistical Society. Series A (Statistics in Society) 157, no. 3 (1994): 506. http://dx.doi.org/10.2307/2983540.

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Lind, R. Bruce, and Andre I. Khuri. "Advanced Calculus with Applications in Statistics." Journal of the American Statistical Association 89, no. 427 (1994): 1147. http://dx.doi.org/10.2307/2290957.

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Dissertations / Theses on the topic "Advanced Calculus"

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Bethley, Troy Y. "The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984187/.

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The purpose of this dissertation was to investigate the relationship between the Advanced Placement Calculus AB exam and student achievement in college level Math 1710-Calculus I. The review of literature shows that this possible relationship is based on Alexander Astin's longitudinal input-environment-outcome (I-E-O) model. The I-E-O model was used to analyze the relationship between the input and outcome of the two variables. In addition, this quantitative study determined the relationship between a score of 3 or lower on the Advanced Placement Calculus AB exam and student achievement in college level Math 1710-Calculus I. The sample population of this study contained 91 students from various high schools in Texas. Spearman's rank correlation revealed there was a statistically significant relationship between Advanced Placement Calculus AB exam scores and final grades in Math 1710-Calculus I.
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Rosasco, Margaret E. "Factors associated with success in college Calculus II." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/19.

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Students are entering college having earned credit for college Calculus 1 based on their scores on the College Board's Advanced Placement (AP) Calculus AB exam. Despite being granted credit for college Calculus 1, it is unclear whether these students are adequately prepared for college Calculus 2. College calculus classes are often taught from a more theoretical perspective rather than AP Calculus courses taught in high schools, and many students who enter college mathematics with Calculus 2—who possess AP credit for Calculus 1—have found the theoretical perspective of college Calculus 2 courses to be overwhelming. Consequently, these students have not performed well in Calculus 2. This has led to a belief that students with AP Calculus credit for Calculus 1 do not perform as well in college Calculus 2 in comparison to their peers who earned credit for college Calculus 1. Simultaneously, a contradicting belief exists: Students with AP Calculus credit for college Calculus 1 are the strongest students in college Calculus 2, outperforming their peers. The goal of this quantitative study was to compare the learning outcomes of students in college Calculus 2 of students with and without AP Calculus AB credit for college Calculus 1. In analyzing the data, four distinct entry points into college mathematics on a path to college Calculus 2 were identified: Calculus 2 having earned credit for Calculus 1 by means of the AP Calculus AB, Calculus 1 despite having taken AP Calculus in high school, Calculus 1 having not taken AP Calculus in high school, and Pre-Calculus. Each of these entry points were analyzed to identify measures of success in high school and college which are associated with success in college Calculus 2. The results of this study suggest that students with AP Calculus credit for college Calculus 1 do outperform their peers in Calculus 2. Furthermore, the higher the entry point into college mathematics, the better a student is likely to do in Calculus 2. Measures of success that were found to be positively associated with success in Calculus 2 include high school cumulative grade point average and college Calculus 1 grade. A measure that was found to be negatively associated with Calculus 2 success was the number of times a student repeated Calculus 1 prior to enrolling in Calculus 2.
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Strand, Stephen Raymond II. "The Intermediate Value Theorem as a Starting Point for Inquiry-Oriented Advanced Calculus." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2914.

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Making the transition from calculus to advanced calculus/real analysis can be challenging for undergraduate students. Part of this challenge lies in the shift in the focus of student activity, from a focus on algorithms and computational techniques to activities focused around definitions, theorems, and proofs. The goal of Realistic Mathematics Education (RME) is to support students in making this transition by building on and formalizing their informal knowledge. There are a growing number of projects in this vein at the undergraduate level, in the areas of abstract algebra (TAAFU: Larsen, 2013; Larsen & Lockwood, 2013), differential equations (IO-DE: Rasmussen & Kwon, 2007), geometry (Zandieh & Rasmussen, 2010), and linear algebra (IOLA: Wawro, et al., 2012). This project represents the first steps in a similar RME-based, inquiry-oriented instructional design project aimed at advanced calculus. The results of this project are presented as three journal articles. In the first article I describe the development of a local instructional theory (LIT) for supporting the reinvention of formal conceptions of sequence convergence, the completeness property of the real numbers, and continuity of real functions. This LIT was inspired by Cauchy's proof of the Intermediate Value Theorem, and has been developed and refined using the instructional design heuristics of RME through the course of two teaching experiments. I found that a proof of the Intermediate Value Theorem was a powerful context for supporting the reinvention of a number of the core concepts of advanced calculus. The second article reports on two students' reinventions of formal conceptions of sequence convergence and the completeness property of the real numbers in the context of developing a proof of the Intermediate Value Theorem (IVT). Over the course of ten, hour-long sessions I worked with two students in a clinical setting, as these students collaborated on a sequence of tasks designed to support them in producing a proof of the IVT. Along the way, these students conjectured and developed a proof of the Monotone Convergence Theorem. Through this development I found that student conceptions of completeness were based on the geometric representation of the real numbers as a number line, and that the development of formal conceptions of sequence convergence and completeness were inextricably intertwined and supported one another in powerful ways. The third and final article takes the findings from the two aforementioned papers and translates them for use in an advanced calculus classroom. Specifically, Cauchy's proof of the Intermediate Value Theorem is used as an inspiration and touchstone for developing some of the core concepts of advanced calculus/real analysis: namely, sequence convergence, the completeness property of the real numbers, and continuous functions. These are presented as a succession of student investigations, within the context of students developing their own formal proof of the Intermediate Value Theorem.
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Alexander, Anita Nicole. "The Perceptions of Alignment between Advanced Placement Calculus AB and College Calculus I: A Mixed Methods Study of Instructional Strategies, Curriculum, and Assessment." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent156329735061551.

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Teuscher, Dawn. "Two paths to advanced placement calculus an examination of secondary students' mathematical understanding emerging from integrated and single-subject curricula /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5530.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 17, 2009) Vita. Includes bibliographical references.
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Keen, Carolyn Marie. "An investigation of the achievement of 4 x 4 block-scheduled advanced placement calculus AB students." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618463.

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The research investigated whether 4 x 4 block scheduling had any effect on students' achievement in Advanced Placement Calculus AB and described some of the dynamics involved in the shifts to 4 x 4 plans. Data from 52 schools (38 North Carolina, 14 Virginia) were divided into two groups: (Sample 1) 25 schools in which the course was taught in one semester (N = 252) and (Sample 2) 27 schools in which it was taught in two semesters (N = 355). Using two-tailed Z and chi square goodness-of-fit tests {dollar}(\alpha=0.05),{dollar} the 1995 AP test mean score of each sample was compared to the mean of the 103,032 students who took the test. The z test showed that Sample 1 made significantly lower scores. The effect size ({dollar}-{dollar}0.51) and chi square test supported this conclusion. The chi square test revealed significantly higher scores for Sample 2, but the z test did not. The study also found that schools used diverse practices regarding both AP classes and the change process. The study has implications for instruction, staff development, and administrative decision-making related to block scheduling.
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Oliver, Greta Thomas. "An examination of the relationship between participation in advanced placement and students' subsequent performance in calculus at Ohio University /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220616.

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Antunez, Fernando. "The Effectiveness of the National Board Certification as it Relates to the Advanced Placement Calculus AB Exam." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154930.

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<p> This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards&rsquo; Beliefs Instrument (SBI) (Zollman &amp; Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction.</p><p> A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen&rsquo;s <i>d</i> (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores.</p><p> Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender. </p><p> With a reliability estimate using Cronbach&rsquo;s alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success. </p><p> The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher&rsquo;s professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.</p>
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Pearson, Phillip Bruce. "The Impact of School-Level Factors on Minority Students' Performance in AP Calculus." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1849.

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In recent years, Science, Technology, Engineering, and Technology (STEM) talent pool has re-emerged as a national priority. Certain racial and ethnic groups are dramatically underrepresented in STEM careers and STEM educational programs, an especially serious concern given demographic transitions underway in the United States. The College Board's Advanced Placement (AP) Calculus program provides one way in which students can gain exposure to college-level mathematics while still in high school. This study analyzed factors that contribute to the success of minority students in AP Calculus using a large, longitudinal (2007-2012), geographically distributed dataset which included important school-level variables and AP scores for 10 urban school districts. Descriptive statistics show that AP success in general and minority success in AP Calculus specifically are unevenly distributed across the dataset. A very small number of schools and school districts account for the majority of the production of passing scores on AP exams. Results from multi- variate regression and multi-level growth modeling demonstrate that school size and academic emphasis on a school level constitute important predictors of success for Black and Hispanic students in AP Calculus. The very narrow distribution of AP success across schools and school districts suggests that a specific set of school-level policies and practices are likely to be highly effective in leveraging these two predictors.
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Menezes, Daniel BrandÃo. "O ensino do cÃlculo diferencial e integral na perspectiva da SequÃncia Fedathi: caracterizaÃÃo do comportamento de um bom professor." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20559.

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nÃo hÃ<br>Os cursos da Ãrea de CiÃncias Exatas, em particular, as licenciaturas em MatemÃtica no Cearà possuem ainda muitos desafios com a disciplina CÃlculo Diferencial e Integral, no tocante aos aspectos metodolÃgicos desenvolvidos nas sessÃes didÃticas que ainda representam alguns pontos de insatisfaÃÃo, motivo de desistÃncia e reprovaÃÃo por parte dos alunos. Ante esse problema, esta Tese trata de uma pesquisa expressa na metodologia de pesquisa e ensino SequÃncia Fedathi (SF) cuja finalidade foi investigar como sua relaÃÃo com a Teoria do Pensamento MatemÃtico AvanÃado (PMA) pode alicerÃar os processos de ensino de CÃlculo Diferencial e Integral (CDI) dos alunos de um grupo de estudos da Universidade Estadual Vale do AcaraÃ, respondendo de que maneira isso contribui para a aprendizagem de conceitos e procedimentos nessa disciplina, em particular, do conteÃdo de Taxas de VariaÃÃo, e como pode ser feita a caracterizaÃÃo do docente em amparo nesses conceitos. Como suporte teÃrico preliminar, foram utilizados estudos da SequÃncia Fedathi, Teoria do Pensamento MatemÃtico AvanÃado e do recurso computacional (Geogebra) para contribuir com a melhoria do processo de ensino-aprendizagem. EntÃo, para alcanÃar os objetivos, as sessÃes didÃticas foram trabalhadas com a SequÃncia Fedathi como metodologia para elaboraÃÃo e conduÃÃo no ensino do conteÃdo. A pesquisa à de natureza qualitativa, delineada como participante e, alÃm disso, seguiu o mÃtodo cientÃfico SequÃncia Fedathi, descrito e estudado no decorrer do trabalho; como campo e sujeitos da investigaÃÃo, o ensaio delineou-se num grupo de estudos criados no curso de MatemÃtica da Universidade Estadual Vale do Acaraà e os sujeitos foram os alunos inscritos e o professor que mediou os encontros. No decorrer da experimentaÃÃo, as perguntas da pesquisa foram respondidas e colhidos resultados que serviram como embasamento para a classificaÃÃo de bons professores e bons alunos. A metodologia de pesquisa mostrou-se como um rÃgido mÃtodo a ser promovido cientificamente, direcionando corretamente cada etapa do experimento e os instrumentos metodolÃgicos necessÃrios para a obtenÃÃo e coleta de dados. No decorrer das prÃticas e consequente anÃlise, foi possÃvel estabelecer relaÃÃo entre a SF e o PMA nos testes que foram aplicados com os alunos. AlÃm disso, concluiu-se, o quÃo benÃfico foi para a compreensÃo dos conteÃdos o uso do recurso computacional, com as questÃes contextualizadas utilizadas como problemas na vivÃncia da Tomada de PosiÃÃo, ou seja, contribuiu para demandar compreensÃes para o ensino do CÃlculo Diferencial e Integral, alÃm de desenvolver avanÃos para as pesquisas em EducaÃÃo MatemÃtica e, acima de tudo, como o comportamento docente influenciou nas emoÃÃes dos alunos em relaÃÃo à MatemÃtica e na conduÃÃo da vivÃncia da SequÃncia Fedathi.
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Books on the topic "Advanced Calculus"

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Advanced calculus. 5th ed. Addison-Wesley, 2003.

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Advanced calculus. 4th ed. Addison-Wesley, Advanced Book Program, 1991.

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Nickerson, H. K. Advanced calculus. Dover Publications, 2011.

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Bidwell, Wilson Edwin. Advanced calculus. Nabu Press, 2010.

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Advanced calculus. 2nd ed. American Mathematical Society, 2009.

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Advanced calculus. Prentice Hall, 2002.

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Advanced calculus. 2nd ed. Dover Publications, 1989.

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Zhivetin, Vladimir. Advanced Calculus. In-t for Risk Problems & Pensoft Publishers, 2007.

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Richardson, Leonard F. Advanced Calculus. John Wiley & Sons, Inc., 2008. http://dx.doi.org/10.1002/9781118032411.

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Dyke, Phil. Advanced Calculus. Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14076-3.

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Book chapters on the topic "Advanced Calculus"

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McInerney, Andrew. "Advanced Calculus." In Undergraduate Texts in Mathematics. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7732-7_3.

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Krattenthaler, C. "Advanced Determinant Calculus." In The Andrews Festschrift. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56513-7_17.

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Edwards, Harold M. "Differential Calculus." In Advanced Calculus. Birkhäuser Boston, 1994. http://dx.doi.org/10.1007/978-1-4612-0271-4_5.

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Edwards, Harold M. "Integral Calculus." In Advanced Calculus. Birkhäuser Boston, 1994. http://dx.doi.org/10.1007/978-1-4612-0271-4_6.

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Edwards, Harold M. "differential calculus." In Advanced Calculus. Birkhäuser Boston, 2013. http://dx.doi.org/10.1007/978-0-8176-8412-9_5.

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Edwards, Harold M. "integral calculus." In Advanced Calculus. Birkhäuser Boston, 2013. http://dx.doi.org/10.1007/978-0-8176-8412-9_6.

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Callahan, James J. "Starting Points." In Advanced Calculus. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7332-0_1.

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Callahan, James J. "Surface Integrals." In Advanced Calculus. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7332-0_10.

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Callahan, James J. "Stokes’ Theorem." In Advanced Calculus. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7332-0_11.

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Callahan, James J. "Geometry of Linear Maps." In Advanced Calculus. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7332-0_2.

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Conference papers on the topic "Advanced Calculus"

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Basov, Alexandr, Daniel de Carvalho, and Manuel Mazzara. "Implementing Distributed Lamda-Calculus Interpreter." In 2018 32nd International Conference on Advanced Information Networking and Applications Workshops (WAINA). IEEE, 2018. http://dx.doi.org/10.1109/waina.2018.00060.

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Bu, Hao, Shihong Chen, Rong Zhu, and Xiaoqiong Tan. "The Quantification of Seal Calculus." In 2016 5th International Conference on Advanced Materials and Computer Science (ICAMCS 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/icamcs-16.2016.98.

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Holger Boche and Martin Schubert. "Advanced interference calculus - a general framework for interference coordination." In 2007 IEEE 8th Workshop on Signal Processing Advances in Wireless Communications. IEEE, 2007. http://dx.doi.org/10.1109/spawc.2007.4401433.

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De Urquidi, Karen, Dina Verdin, Stephen Hoffmann, and Matthew W. Ohland. "Outcomes of accepting or declining advanced placement Calculus credit." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344288.

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Tinnirello, Alicia, Eduardo Gago, and Mónica Dádamo. "EDUCATIONAL TECHNOLOGY INTERVENTION FOR THE DEVELOPMENT ADVANCED CALCULUS APPLICATIONS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1064.

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Cezar, Vinicius, Patrick Garcia, Viviane Botelho, and Evandro Miletto. "Towards an RPG Game to Teach Calculus." In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2019. http://dx.doi.org/10.1109/icalt.2019.00037.

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Siewe, François, Antonio Cau, and Hussein Zedan. "CCA: A Calculus of Context-Aware Ambients." In 2009 International Conference on Advanced Information Networking and Applications Workshops (WAINA). IEEE, 2009. http://dx.doi.org/10.1109/waina.2009.23.

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Han Gao and H. R. Nielson. "Analysis of LYSA-calculus with explicit confidentiality annotations." In 20th International Conference on Advanced Information Networking and Applications - Volume 1 (AINA'06). IEEE, 2006. http://dx.doi.org/10.1109/aina.2006.100.

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Mescia, L., P. Bia, and D. Caratelli. "Fractional-calculus-based FDTD method for solving pulse propagation problems." In 2015 International Conference on Electromagnetics in Advanced Applications (ICEAA). IEEE, 2015. http://dx.doi.org/10.1109/iceaa.2015.7297154.

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Poltorak, Vadym. "Analysis of the Calculus Basis Boundary for Redundant Codes." In 2020 IEEE 2nd International Conference on Advanced Trends in Information Theory (ATIT). IEEE, 2020. http://dx.doi.org/10.1109/atit50783.2020.9349353.

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Reports on the topic "Advanced Calculus"

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Strand, Stephen. The Intermediate Value Theorem as a Starting Point for Inquiry-Oriented Advanced Calculus. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2910.

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