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Journal articles on the topic 'Advanced Calculus'

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Published: 4 June 2021
Last updated: 2 February 2022

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Lynch, Mark. "Advanced calculus reform: continuity and integration." International Journal of Mathematical Education in Science and Technology 25, no. 4 (1994): 563–71. http://dx.doi.org/10.1080/0020739940250408.

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12

Griffiths, Barry J., and Erhan Selcuk Haciomeroglu. "Exposing calculus students to advanced mathematics." International Journal of Mathematical Education in Science and Technology 45, no. 5 (2013): 693–702. http://dx.doi.org/10.1080/0020739x.2013.868542.

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13

Leake, Charles. "Advanced Calculus with Application in Statistics." Journal of the Operational Research Society 46, no. 2 (1995): 265. http://dx.doi.org/10.1057/jors.1995.32.

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14

Berenhaut, Kenneth S. "Advanced Calculus with Applications in Statistics." Journal of the American Statistical Association 99, no. 467 (2004): 903–4. http://dx.doi.org/10.1198/jasa.2004.s354.

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15

Failla, Giuseppe, and Massimiliano Zingales. "Advanced materials modelling via fractional calculus: challenges and perspectives." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 378, no. 2172 (2020): 20200050. http://dx.doi.org/10.1098/rsta.2020.0050.

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Fractional calculus is now a well-established tool in engineering science, with very promising applications in materials modelling. Indeed, several studies have shown that fractional operators can successfully describe complex long-memory and multiscale phenomena in materials, which can hardly be captured by standard mathematical approaches as, for instance, classical differential calculus. Furthermore, fractional calculus has recently proved to be an excellent framework for modelling non-conventional fractal and non-local media, opening valuable prospects on future engineered materials. The theme issue gathers cutting-edge theoretical, computational and experimental studies on advanced materials modelling via fractional calculus, with a focus on complex phenomena and non-conventional media. This article is part of the theme issue ‘Advanced materials modelling via fractional calculus: challenges and perspectives’.
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16

Chaplin, J. Alan, and Ian S. Murphy. "Advanced Calculus for Engineering and Science Student." Statistician 36, no. 4 (1987): 429. http://dx.doi.org/10.2307/2348861.

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17

Farida, Nurul, and Rina Agustina. "ANALISIS BAHAN AJAR PADA MATA KULIAH KALKULUS LANJUT." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 6, no. 1 (2017): 40. http://dx.doi.org/10.24127/ajpm.v6i1.861.

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Teaching materials are learning resources in the form of materials or materials arranged systematically to help educators in learning so that learners are able to master the competence to be achieved. Based on the results of prasurvey obtained results that not yet available teaching materials that are able to facilitate, find, and develop mathematical concepts in advanced calculus course. Inquiry is a learning activity that emphasizes the critical thinking process and analysis to find and solve the problems until get a conclusion.This study aims to analyze the process of preparing the teaching material based inqury in Advanced Calculus course. The results obtained from this study are the teaching material based inqury in Advanced Calculus course which received an average validation score of 63% in the eligible categories of language, instructional design, and materials, and it can be implementation in advanced calculus learning.
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18

Dickey, Edwin M. "Brief Reports: A Comparison of Advanced Placement and College Students on a Calculus Achievement Test." Journal for Research in Mathematics Education 17, no. 2 (1986): 140–44. http://dx.doi.org/10.5951/jresematheduc.17.2.0140.

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The articulation of secondary school and college mathematics is a critical problem facing educators today (National Council of Teachers of Mathematics, 1980; Staff, 1984). The placement in college mathematics courses of students who have taken calculus in secondary school is an especially critical and difficult task. Calculus can be taught at various levels, and its subject matter components can receive varying degrees of emphasis. The Advanced Placement (AP) program attempts to provide a uniform and high-quality calculus course for secondary school students by publishing a detailed course syllabus, encouraging special training for AP instructors, and administering an examination that validates a student's AP Calculus experience (College Entrance Examination Board, 1984). Nonetheless, some evidence suggests that AP Calculus students have difficulty earning advanced placement and credit for the calculus they learned in secondary school (Lefkowitz, 1971; Neatrour & Mullenex, 1973; Pocock, 1974; Rash, 1977; Sklar, 1980; Sorge & Wheatley, 1977). One reason for this difficulty may be that AP Calculus students are not achieving at the same level as college students.
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19

Barger, Rita H., and Ann C. McCoy. "Calculus in the Middle School?" Mathematics Teaching in the Middle School 15, no. 6 (2010): 348–53. http://dx.doi.org/10.5951/mtms.15.6.0348.

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The path of a thrown ball is one of many examples that can connect middle school math to calculus. Showing this calculus connection early may motivate students to undertake increasingly advanced high school and college math.
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20

Cogswell, Kurt. "Computers and Advanced Mathematics in the Calculus Classroom." College Mathematics Journal 30, no. 3 (1999): 213. http://dx.doi.org/10.2307/2687601.

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21

Cogswell, Kurt. "Computers and Advanced Mathematics in the Calculus Classroom." College Mathematics Journal 30, no. 3 (1999): 213–16. http://dx.doi.org/10.1080/07468342.1999.11974060.

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22

Combs, Randy, Teri Bingham, and Taylor Roper. "A Model for Inverting the Advanced Calculus Classroom." PRIMUS 28, no. 8 (2018): 717–25. http://dx.doi.org/10.1080/10511970.2017.1408043.

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23

Suppes, Patrick, and Tryg Ager. "Computer-based advanced placement calculus for gifted students." Instructional Science 22, no. 5 (1995): 339–62. http://dx.doi.org/10.1007/bf00891960.

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24

Kiringa, Iluju, and Alfredo Gabaldon. "Synthesizing advanced transaction models using the situation calculus." Journal of Intelligent Information Systems 35, no. 2 (2009): 157–212. http://dx.doi.org/10.1007/s10844-009-0093-8.

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25

Reimer, S. Brent, Andrew E. Kyles, Kurt S. Schulz, Lynda Bernsteen, John D. Wooldridge, and Gerald V. Ling. "Unusual Urethral Calculi in Two Male Dogs." Journal of the American Animal Hospital Association 40, no. 2 (2004): 157–61. http://dx.doi.org/10.5326/0400157.

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The clinical presentation and advanced size of the two calculi described in this report are both atypical and noteworthy. Both dogs were presented initially with signs of hematuria, stranguria, and perineal discomfort. Each calculus was visible on survey abdominal radiographs and was present in the region of the ischial arch. Both dogs underwent a perineal urethrotomy to retrieve the calculus. Resolution of clinical signs was obtained in one case, which was referred within 2 months of the onset of clinical signs. The second dog was medically managed for approximately 2.5 years before referral. Surgical intervention failed to restore urinary continence in this second dog. Early detection of similar cases may be important in optimizing clinical outcome following appropriate treatment.
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26

Tsuboi, Ichiro, Yuki Maruyama, Motoo Araki, et al. "Advanced Renal Pelvic Carcinoma Revealed after Treatment of a Staghorn Calculus by Endoscopic Combined Intrarenal Surgery." Case Reports in Urology 2020 (May 30, 2020): 1–5. http://dx.doi.org/10.1155/2020/9703479.

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Renal pelvis carcinoma associated with staghorn calculus is a clinically rare condition. A 66-year-old man presented with flank pain due to an 8 cm complete staghorn calculus. We performed three lithotomies using endoscopic combined intrarenal surgery and carried out intraoperative biopsy. Histopathological examinations revealed a keratinized lesion. One month later, contrast-enhanced computed tomography showed an advanced renal pelvis carcinoma. These findings demonstrate that even an intraoperative biopsy may be insufficient to diagnose a renal pelvis carcinoma associated with a staghorn calculus. The possibility of RPCa developing when treating a long-standing staghorn calculus should therefore be kept in mind.
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27

Piccolino, Anthony V. "The Advanced Placement Course in Statistics: Increasing Students' Options." Mathematics Teacher 89, no. 5 (1996): 376–77. http://dx.doi.org/10.5951/mt.89.5.0376.

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The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stresses the need to empower all students and to encourage students to study mathematics throughout their four years in high school. For the past forty years, the Advanced Placement program of the College Board has offered students the opportunity to pursue collegiate-level course while in high school. The offering in mathematics consists of a full-year course in either Calculus AB or Calculus BC. Each Advanced Placement course culminates with an examination, typically three hours in duration, for which students may receive college credit or advanced standing when entering college.
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28

Rudd, David. "A Closer Look at an Advanced Placement Calculus Problem." Mathematics Teacher 78, no. 4 (1985): 288–91. http://dx.doi.org/10.5951/mt.78.4.0288.

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29

Hajja, Mowaffaq. "An Advanced Calculus Approach to Finding the Fermat Point." Mathematics Magazine 67, no. 1 (1994): 29. http://dx.doi.org/10.2307/2690551.

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30

Hajja, Mowaffaq. "An Advanced Calculus Approach to Finding the Fermat Point." Mathematics Magazine 67, no. 1 (1994): 29–34. http://dx.doi.org/10.1080/0025570x.1994.11996176.

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31

Lucas, Timothy A., and Joseph Spivey. "A Transition Course from Advanced Placement to College Calculus." PRIMUS 21, no. 5 (2011): 417–33. http://dx.doi.org/10.1080/10511970903261431.

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32

Ferrini-Mundy, Joan, and Marie Gaudard. "Secondary School Calculus: Preparation or Pitfall in the Study of College Calculus?" Journal for Research in Mathematics Education 23, no. 1 (1992): 56–71. http://dx.doi.org/10.5951/jresematheduc.23.1.0056.

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This study investigated the effects of various levels of secondary school calculus experience on performance in first-year college calculus, with focus on student performance on conceptual and procedural exam items. Analysis of covariance, with mathematics SAT score as a covariate, was employed to explore differences among four groups of students. Students who had a year of secondary school calculus, advanced placement or otherwise, differed significantly in performance from students who had either no calculus or a brief introduction to calculus prior to college. A brief secondary school introduction to calculus, in comparison with no secondary school calculus, provided an initial advantage in the college course. This slight advantage reappeared on the final exam and on the procedural subscale of the final exam. Students who had studied a full year of secondary school calculus performed significantly better than other groups throughout the first-semester course. The advantage was revealed more strongly in procedural than in conceptual items. There were no significant differences among the four groups of students on outcome measures in the second-semester course. Students with more secondary school calculus background were more likely to continue into the second semester of college calculus.
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33

Nichols, Joe D. "Reflections: A Lesson in Related Rates." Mathematics Teacher 89, no. 5 (1996): 390–93. http://dx.doi.org/10.5951/mt.89.5.0390.

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My objective in teaching an Advanced Placement calculus course is not only to help students pass the AP examination each spring but also to help them develop insights into advanced problem solving and real-world applications. I continually search for examples in my students' daily environment that can help them make a tangible connection from the classroom textbook to the real world. In this article, I discuss a general application of a basic concept with which all first-year-calculus students must contend: the problem of related rates.
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34

., Gunarto. "PELATIHAN MENGGUNAKAN SOFTWARE MATHCAD BAGI MAHASISWA PROGRAM STUDI TEKNIK MESIN UNIVERSITAS MUHAMMADIYAH PONTIANAK." Jurnal Buletin Al-Ribaath 15, no. 1 (2018): 1. http://dx.doi.org/10.29406/br.v15i1.1120.

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The purpose of this community service was to train students of Mechanical Engineering Program University of Muhammadiyah Pontianak in using MATHCAD software. This training aims to support the courses of Basic Calculus, Advanced Calculus, Basic Engineering Mathematics, Advanced Engineering Mathematics and to improve the ability of Mechanical Engineering students about software MATHCAD. The program included preparation, training, and reporting. As the program ended, understanding of training participants in using this software is able to apply independently by direct practice with MATHCAD software properly. Keywords: engineering, MATHCAD, mathematics, software, training
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35

Klippert, John. "Advanced Advanced Calculus: Counting the Discontinuities of a Real-Valued Function with Interval Domain." Mathematics Magazine 62, no. 1 (1989): 43. http://dx.doi.org/10.2307/2689945.

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36

Klippert, John. "Advanced Advanced Calculus: Counting the Discontinuities of a Real-Valued Function with Interval Domain." Mathematics Magazine 62, no. 1 (1989): 43–48. http://dx.doi.org/10.1080/0025570x.1989.11977410.

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37

Mestel, Ben, and Grahame Erskine. "Developing STACK practice questions for the Mathematics Masters Programme at the OU." MSOR Connections 17, no. 1 (2018): 37. http://dx.doi.org/10.21100/msor.v17i1.896.

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The design and implementation of Masters level e-assessment in STACK is described for the introductory module M820 Calculus of Variations and Advanced Calculus in the Open University’s Masters Programme in Mathematics. Some basic design principles are described and illustrated for an online practice quiz on the use of the Jacobi equation to classify stationary paths.
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38

Padernal, Rogie E., and Crispina V. Diego. "Academic Performance of Senior High School Students in Pre-Calculus." Philippine Social Science Journal 3, no. 2 (2020): 69–70. http://dx.doi.org/10.52006/main.v3i2.185.

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Knowledge in Pre-Calculus depends on students' understanding of Algebra and Trigonometry. The result of the Program for International Students Assessment (PISA) in 2018 disclosed that the Philippines ranked the second-lowest in Mathematics assessment and indicated low performance in advanced subjects such as Calculus. Hence, the paper described the level of academic performance of senior high school students in a maritime school in Bacolod City during the school year 2019-2020. Likewise, it aimed to determine the relationship between the students' demographics and the level of academic performance in Pre-Calculus. Furthermore, it is intended to test the correlation and predictive capability of the school of origin and entrance examination scores in the academic performance of students in Pre-Calculus.
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39

Touval, Ayana. "Investigating a Definite Integral—from Graphing Calculator to Rigorous Proof." Mathematics Teacher 90, no. 3 (1997): 230–32. http://dx.doi.org/10.5951/mt.90.3.0230.

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40

Warne, Russell T., Gerhard Sonnert, and Philip M. Sadler. "The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career Interest." Educational Researcher 48, no. 2 (2019): 101–11. http://dx.doi.org/10.3102/0013189x19825811.

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Increasing the number of students choosing a STEM (science, technology, engineering, and mathematics) career is a national educational priority. One way thought to increase interest in STEM is with advanced STEM courses in high school, especially Advanced Placement (AP) courses. Using data from 15,847 college undergraduates, we investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and student career interest in STEM. After controlling for covariates, the strongest effect ( d = 0.13) showed that students who took AP Calculus had a modestly higher career interest in engineering and mathematics/computer science. However, the relationship between most AP mathematics courses and most STEM career outcomes was negligible. Most differences in outcomes between AP and non-AP students are likely due to preexisting differences between the two groups.
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41

Sarna, Alan. "Sharing Teaching Ideas: Max and Min Problems Using the Discriminant." Mathematics Teacher 89, no. 7 (1996): 574–75. http://dx.doi.org/10.5951/mt.89.7.0574.

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42

Weiss, Mike, Brian Dodge, Kate Harden, Amy Hempstead, Jeff Lloyd, and Brian Pott. "Using a Model Rocket-Engine Test Stand in a Calculus Course." Mathematics Teacher 95, no. 7 (2002): 516–19. http://dx.doi.org/10.5951/mt.95.7.0516.

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Advanced Placement calculus students from Yarmouth High School, located in Yarmouth, Maine, built a model rocket-engine test stand in May 2000. This project was used to reinforce calculus concepts. In addition, it furnished data for a future freshman-science rocketry project. Students used the concepts of the average value of a function, along with Riemann-sum approximation techniques and spreadsheet skills to determine the average thrust of a model rocket engine.
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43

Weiss, Mike, Brian Dodge, Kate Harden, Amy Hempstead, Jeff Lloyd, and Brian Pott. "Using a Model Rocket-Engine Test Stand in a Calculus Course." Mathematics Teacher 95, no. 7 (2002): 516–19. http://dx.doi.org/10.5951/mt.95.7.0516.

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Advanced Placement calculus students from Yarmouth High School, located in Yarmouth, Maine, built a model rocket-engine test stand in May 2000. This project was used to reinforce calculus concepts. In addition, it furnished data for a future freshman-science rocketry project. Students used the concepts of the average value of a function, along with Riemann-sum approximation techniques and spreadsheet skills to determine the average thrust of a model rocket engine.
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44

Agrawal, Aron, and Asopa. "Endourological renal salvage in patients with calculus nephropathy and advanced uraemia." BJU International 84, no. 3 (2001): 252–56. http://dx.doi.org/10.1046/j.1464-410x.1999.00159.x.

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45

Carter, Paul, and Yitzchak Elchanan Solomon. "Relaxing the Integral Test: A Challenge for the Advanced Calculus Student." College Mathematics Journal 48, no. 4 (2017): 290–91. http://dx.doi.org/10.4169/college.math.j.48.4.290.

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46

Spotts, Jeffrey D., and Antonio P. Gutierrez de Blume. "A Pilot Study on the Effect of the Flipped Classroom Model on Pre-Calculus Performance." SAGE Open 10, no. 4 (2020): 215824402098260. http://dx.doi.org/10.1177/2158244020982604.

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A more effective math education has never been more pressing than in today’s world. However, it is no mystery that students continue to struggle with basic mathematics concepts, let alone more advanced math such as Pre-Calculus. Thus, in the present study, two Pre-Calculus math classrooms were randomly assigned to either a flipped classroom model of instruction or one that employed traditional lecture. Data on two aspects of Pre-Calculus—matrices and vectors (operations and application)—were collected at pretest and again at posttest. Results revealed that students who were exposed to the flipped classroom model outperformed students in the control classroom but only on matrices items. We discuss implications and recommendations for math education.
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47

Margulies, Susan. "Sharing Teaching Ideas: Discovering a new Algorithm for area." Mathematics Teacher 83, no. 5 (1990): 368–70. http://dx.doi.org/10.5951/mt.83.5.0368.

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48

Suningsih, Ari, and Aulia Kesuma Putri. "HUBUNGAN KEMANDIRIAN BELAJAR DAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH KALKULUS LANJUT." Eksponen 7, no. 2 (2017): 11–17. http://dx.doi.org/10.47637/eksponen.v7i2.144.

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The result of observation at STKIP Muhammadiyah Pringsewu Lampung in the last 5 academic year, it is found that the result of student learning in Advanced Calculus Course is still a lot of students who get the value of C, D and E is 397 (41,84%) students. This shows that the students' learning outcomes are still low. Allegedly low student learning outcomes due to the independence of learning. This is seen when given the task most students rarely do their own tasks. With regard to the matter then the formulation of the problem in this study is whether there is a relationship of independence learning and results learning outcomes in Advanced Calculus Courses, while the purpose of this study is to determine the relationship of learning independence and student learning outcomes. Sampling technique used in this research is Simple Random Sampling. To obtain data independence of student learning instrument used in the form of a questionnaire and to obtain data learning results using data documentation of learning outcomes. This research is a quantitative research with data analysis technique is Pearson Product Moment Correlation analysis. Based on data analysis, the result of the research shows that there is a strong correlation between student's learning independence on learning result in Advanced Calculus Course, this is indicated by the magnitude of correlation coefficient 0.566. This proves that learning independence contributes 32,04%.
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49

Oleksik, Valentin, Radu Breaz, Gabriel Racz, Paul Dan Brindasu, and Octavian Bologa. "Advanced Techniques used in Numerical Simulation for Deep-drawing Process." MATEC Web of Conferences 290 (2019): 03012. http://dx.doi.org/10.1051/matecconf/201929003012.

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The present paper analyse the main characteristics of the numerical simulation by finite element method of the deep-drawing processes. Also the authors’ highlights the mathematical apparatus and the calculus method used for numerical simulations of metal forming processes in many of the current simulation software. The authors present the capabilities of the inverse analysis, direct analysis, implicit analysis (for springback simulation) and the optimisation analysis applied to explicit formulations.
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50

Safuanov, I. S., and V. A. Chugunov. "WAYS OF USE OF COMPUTER ALGEBRA SYSTEMS IN THE TEACHING OF ADVANCED SECTIONS OF MATHEMATICS." Informatics and education, no. 1 (March 13, 2019): 50–55. http://dx.doi.org/10.32517/0234-0453-2019-34-1-50-55.

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In this article, possible ways of use of computers for the teaching of advanced sections of mathematics that traditionally belong to undergraduate curricula, namely elements of calculus, number theory and abstract algebra are considered. Use of computer technologies can help also to implement such approaches as genetic method and the use of various modes of representation in education. According to cultural-historical theory of L. S. Vygotsky, computer technologies can be considered as the tool for the construction of concepts in the process of learning. The most appropriate for teaching advanced mathematics are such computer algebra systems as Maple, Mathematica, and various systems of dynamic geometry. We will consider the possibilities of Geogebra for the work with functions at the initial stages of undergraduate calculus courses, namely for the work with concepts of limits and derivatives of functions.
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