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Artigos de revistas sobre o tema "Teaching of calculus"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 1 de fevereiro de 2022

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1

Sauerheber, Richard D. "Teaching the Calculus." International Journal of Mathematical Education in Science and Technology 43, no. 1 (2012): 85–100. http://dx.doi.org/10.1080/0020739x.2011.573916.

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2

Vinsonhaler, Rebecca. "Teaching Calculus with Infinitesimals." Journal of Humanistic Mathematics 6, no. 1 (2016): 249–76. http://dx.doi.org/10.5642/jhummath.201601.17.

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3

Dimitrić, R. M. "Using Less Calculus in Teaching Calculus: An Historical Approach." Mathematics Magazine 74, no. 3 (2001): 201. http://dx.doi.org/10.2307/2690721.

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4

Dimitrić, R. M. "Using Less Calculus in Teaching Calculus: An Historical Approach." Mathematics Magazine 74, no. 3 (2001): 201–11. http://dx.doi.org/10.1080/0025570x.2001.11953064.

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5

Yusri, Muhammad Yassar, Shamsatun Nahar Ahmad, Mohd Hanafi Azman Ong, and Nosiah Khalil. "The Effectiveness of Collaborative Teaching Method in Teaching Calculus I." Environment-Behaviour Proceedings Journal 5, SI1 (2020): 187–91. http://dx.doi.org/10.21834/ebpj.v5isi1.2319.

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The collaborative teaching method is a method that requires students working together in groups to solve problems to perform better in their studies. This paper aims to determine the method’s effectiveness in teaching Calculus I in UiTMCJ. Some students were chosen to participate in this study. They were taught Calculus I using this method and were assessed by using pre-assessment and post-assessment questions. The scores were analyzed using the paired T-test method. The results suggest that this method is effective to be used to teach Calculus I in UiTMCJ. Keywords: Collaborative teaching; Ca

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6

From, Asta Halkjær, Alexander Birch Jensen, Anders Schlichtkrull, and Jørgen Villadsen. "Teaching a Formalized Logical Calculus." Electronic Proceedings in Theoretical Computer Science 313 (February 28, 2020): 73–92. http://dx.doi.org/10.4204/eptcs.313.5.

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7

Dimiceli, Vincent E., Andrew S. I. D. Lang, and LeighAnne Locke. "Teaching calculus with Wolfram|Alpha." International Journal of Mathematical Education in Science and Technology 41, no. 8 (2010): 1061–71. http://dx.doi.org/10.1080/0020739x.2010.493241.

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8

Ruby, Lawrence. "Teaching Special Relativity Without Calculus." Physics Teacher 47, no. 4 (2009): 231–32. http://dx.doi.org/10.1119/1.3098210.

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9

Eichler, Andreas, and Ralf Erens. "Teachers’ beliefs towards teaching calculus." ZDM 46, no. 4 (2014): 647–59. http://dx.doi.org/10.1007/s11858-014-0606-y.

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10

Acosta, Daniel J., and Randall Wills. "CLASSROOM INTEGRAL CALCULUS: SOME USEFUL DIGRESSIONS WHEN TEACHING INTEGRAL CALCULUS*." PRIMUS 12, no. 1 (2002): 75–86. http://dx.doi.org/10.1080/10511970208984019.

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11

Ou, Miao-jung Yvonne. "Teaching multivariable calculus and tensor calculus with computer algebra software." ACM Communications in Computer Algebra 54, no. 4 (2020): 134–35. http://dx.doi.org/10.1145/3465002.3465005.

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To go from calculus of scalar functions of one variable to multivariate calculus of vector-valued functions is a steep learning curve for many students. It takes a lot of practice to get used to the new concepts such as the directional derivatives, the di.erentiability, the many types of first order di.erential operators, parameterization of surfaces and the fundamental theorems of integrals, e.g. the Divergence Theorem and the Stokes Theorem. Along the learning process of mastering the skills, the students often need to check whether the intermediate steps in the tedious calculations are corr

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12

Murni, Dewi, Helma Helma, and Mirna Mirna. "Efektivitas Penggunaan Bahan Ajar Kalkulus Berbasis ICT Terintegrasi Masalah Kontekstual untuk Meningkatkan Aktivitas, Motivasi, dan Hasil Belajar Mahasiswa." JURNAL EKSAKTA PENDIDIKAN (JEP) 4, no. 2 (2020): 171. http://dx.doi.org/10.24036/jep/vol4-iss2/502.

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This research is part of the development research on Calculus teaching materials. The purpose of this study was to see the effectiveness of using Technology Information Comunication-based calculus teaching materials integrated contextual issues, especially to find out the activities and motivation of student learning while using the calculus teaching materials. Instruments for collecting data in research observation sheets and questionnaires. The data analysis technique used is descriptive statistical analysis. The results of the study are teaching materials Calculus can activate students in l

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13

Bowers, Adam. "Teaching the Fundamental Theorem of Calculus." Mathematics Teacher 112, no. 6 (2019): 418–21. http://dx.doi.org/10.5951/mathteacher.112.6.0418.

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14

Rogers, Robert R. "TEACHING EXPONENTIALS AND LOGARITHMS IN CALCULUS." PRIMUS 5, no. 2 (1995): 159–62. http://dx.doi.org/10.1080/10511979508965783.

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15

Foster, R., D. Kleppner, and N. Ramsey. "Quick Calculus: A Self-Teaching Guide." Mathematical Gazette 70, no. 454 (1986): 317. http://dx.doi.org/10.2307/3616211.

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16

Bailey, David E., and Gerald Kobylski. "Interactive Teaching Aids for Multivariable Calculus." College Mathematics Journal 32, no. 4 (2001): 283. http://dx.doi.org/10.2307/2687564.

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17

Hambleton, Steven J., and Peter Robinson. "Submandibular calculus: who was teaching whom?" Medical Journal of Australia 164, no. 9 (1996): 576. http://dx.doi.org/10.5694/j.1326-5377.1996.tb122194.x.

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18

Sauerheber, Richard D., and Brandon Muñoz. "Teaching demonstration of the integral calculus." International Journal of Mathematical Education in Science and Technology 51, no. 4 (2019): 631–42. http://dx.doi.org/10.1080/0020739x.2019.1614689.

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19

Matušek, Vladimír, and Eva Matušeková. "Propositional calculus in teaching mathematical subjects." Mathematics in Education, Research and Applications 2, no. 2 (2016): 48–53. http://dx.doi.org/10.15414/meraa.2016.02.02.48-53.

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20

Kadry, Seifedine, and Maha El Shalkamy. "Toward New Vision in Teaching Calculus." IERI Procedia 2 (2012): 548–53. http://dx.doi.org/10.1016/j.ieri.2012.06.132.

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21

Glanz, Peter K. "Quick calculus‐a self teaching guide." Physics Teacher 24, no. 8 (1986): 509. http://dx.doi.org/10.1119/1.2342109.

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22

Rothenstein, Bernhard. "“Teaching Special Relativity Without Calculus” Revisited." Physics Teacher 47, no. L2 (2009): L3—L4. http://dx.doi.org/10.1119/1.3196257.

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23

Parker, G. Edgar. "TEACHING CALCULUS WITH A NUMERICAL EMPHASIS." PRIMUS 2, no. 1 (1992): 65–78. http://dx.doi.org/10.1080/10511979208965651.

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24

Boelkins, Matthew R., and Thomas J. Pfaff. "TEACHING CALCULUS STUDENTS HOW TO STUDY." PRIMUS 8, no. 3 (1998): 253–64. http://dx.doi.org/10.1080/10511979808965902.

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25

Serkan, Christopher G. "The Integration Of Computing Technology Into Undergraduate Mathematics Classes." International Journal for Innovation Education and Research 3, no. 5 (2015): 149–62. http://dx.doi.org/10.31686/ijier.vol3.iss5.371.

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This study investigated different calculus professors’ conceptions about mathematics and mathematical learning, calculus teaching with or without the use of computing technology, and the experiences in which those conceptions were grounded. Six college professors were purposefully selected and studied. The results showed the professors’ perceptions of the effects of technology use on pedagogy and students’ learning; their perceptions of barriers and challenges to the adoption and use of technology for teaching and learning calculus; and their experience, knowledge, and motivation for adopting

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26

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 ba

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27

Septian, Ari, Darhim Darhim, and Sufyani Prabawanto. "The Development of Calculus Teaching Materials using Geogebra." IndoMath: Indonesia Mathematics Education 4, no. 1 (2021): 1. http://dx.doi.org/10.30738/indomath.v4i1.7831.

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The purpose of this study is to find out the calculus teaching material using GeoGebra, knowing the results of expert validation in terms of multimedia and material, and knowing the effectiveness of using calculus teaching material using GeoGebra. The research method used is research and development. The research subjects were 155 students in Departement of Mathematics Education at Universitas Suryakancana. The results of the validation of media experts using the Kendall test, sig. = 0.062 > 0.05 (Ho accepted) means that the calculus teaching material using GeoGebra is feasible to use. The

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28

Oktaviyanthi, Rina, and Yani Supriani. "UTILIZING MICROSOFT MATHEMATICS IN TEACHING AND LEARNING CALCULUS." Journal on Mathematics Education 6, no. 1 (2015): 63–76. http://dx.doi.org/10.22342/jme.6.1.1902.63-76.

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The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, studentsâ€™ achievement and the effects of the use of Microsoft Mathematics on studentsâ€™ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya were participated in the study. This study found that students who taught by using Microsoft Mathemati

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29

Finnegan, Dorothy E., and Richard Murphy. "The Calculus of Intimacy: A Teaching Life." Journal of Higher Education 67, no. 2 (1996): 240. http://dx.doi.org/10.2307/2943982.

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30

Karjanto, Natanael. "Calculus teaching and learning in South Korea." Jurnal Matematika Integratif 9, no. 2 (2013): 179. http://dx.doi.org/10.24198/jmi.v9.n2.10194.179-193.

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31

Karjanto, Natanael. "Calculus teaching and learning in South Korea." Jurnal Matematika Integratif 9, no. 2 (2013): 179. http://dx.doi.org/10.24198/jmi.v9i2.10194.

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32

Touval, Ayana. "Sharing Teaching Ideas: Finding Extrema Without Calculus." Mathematics Teacher 85, no. 5 (1992): 357–59. http://dx.doi.org/10.5951/mt.85.5.0357.

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In my precalculus classes, questions about the points of extremum of a cubic usually arise. Students often think that the points are halfway between successive x-intercepts (when more than one is involved). For example, in figure 1 they think that the point of relative minimum is at x = 2 and that the point of relative maximum is at 0.5. Many interesting discussions ensue from this erroneous assumption. The following approach to find extremum moves from a study of the quadratic equation to cubics by using previously learned techniques. Calculus methods are not used.

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33

Thurston, Hugh. "Can We Improve the Teaching of Calculus?" College Mathematics Journal 31, no. 4 (2000): 262. http://dx.doi.org/10.2307/2687414.

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34

Thurston, Hugh. "Should we reform the teaching of calculus?" Mathematical Gazette 89, no. 515 (2005): 233–34. http://dx.doi.org/10.1017/s0025557200177630.

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35

Thurston, Hugh. "Can We Improve the Teaching of Calculus?" College Mathematics Journal 31, no. 4 (2000): 262–67. http://dx.doi.org/10.1080/07468342.2000.11974156.

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36

Finnegan, Dorothy E. "The Calculus of Intimacy: A Teaching Life." Journal of Higher Education 67, no. 2 (1996): 240–41. http://dx.doi.org/10.1080/00221546.1996.11780258.

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37

Orton, Tony. "Introducing calculus: an accumulation of teaching ideas?" International Journal of Mathematical Education in Science and Technology 17, no. 6 (1986): 659–68. http://dx.doi.org/10.1080/0020739860170601.

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38

Burgmeier, James W. "COMPUTERS AS A TEACHING TOOL IN CALCULUS." PRIMUS 1, no. 2 (1991): 159–75. http://dx.doi.org/10.1080/10511979108965608.

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39

Rodi, Stephen B. "PREFACE SPECIAL ISSUE ON TEACHING OF CALCULUS." PRIMUS 3, no. 1 (1993): 1–3. http://dx.doi.org/10.1080/10511979308965681.

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40

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

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41

Anggraini, Tesi, Wardani Rahayu, and Makmuri Makmuri. "The Positive Impact Of Virtual Class-Based On Calculus II Teaching Materials In Improving The Conceptual Understanding Of Informatics Engineering Students." JPI (Jurnal Pendidikan Indonesia) 9, no. 3 (2020): 460. http://dx.doi.org/10.23887/jpi-undiksha.v9i3.27723.

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This research aims to analyze the validity of Calculus II teaching materials based on virtual classes; the effectiveness of teaching materials that have been designed towards improving students’ understanding of mathematical concepts. The method used in this research is ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The research subjects were students of Informatics Engineering UNINDRA 4th semester who took Calculus II courses consisting 2 (two) classes, namely the experimental class consisting of 14 students and 15 students of the control class. Instruments and da

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42

Azka, Raekha, and Rusgianto Heri Santoso. "PENGEMBANGAN PERANGKAT PEMBELAJARAN KALKULUS UNTUK MENCAPAI KETUNTASAN DAN KEMANDIRIAN BELAJAR SISWA." Jurnal Riset Pendidikan Matematika 2, no. 1 (2015): 78. http://dx.doi.org/10.21831/jrpm.v2i1.7152.

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Penelitian ini bertujuan untuk (1) mengembangkan perangkat pembelajaran kalkulus MA yang meliputi silabus, RPP, LKS, dan instrumen penilaian untuk mencapai ketuntasan belajar dan keman-dirian belajar; (2) mendeskripsikan kualitas hasil pengembangan perangkat pembelajaran kalkulus MA untuk mencapai ketuntasan belajar dan kemandirian belajar. Penelitian ini merupakan penelitian pengembangan yang mengembangkan perangkat pembelajaran kalkulus dengan menggunakan model pengembangan yang diadaptasi dari model pengembangan Thiagarajan, Semmel, dan Semmel. Tahap-tahap yang dilalui sampai diperoleh pera

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43

Lan, Xiaofeng, and Zhou Ying. "Teaching Derivative Concept Using 6 Questions Cognitive Model." Journal of Didactic Mathematics 1, no. 3 (2021): 127–37. http://dx.doi.org/10.34007/jdm.v1i3.371.

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Derivative is one of the basic concepts of calculus, has an extremely rich practical background and wide application. However, "low exploration" of the limit thought in teaching and learning activities have caused difficulties in future advanced mathematics learning. The purpose of this study is to create a learning model that helps students understand calculus. The method in this research is using research and development method, designing a learning model using 6 questions cognitive model on derivative material. Based on the results of developing a new learning model in this study using the

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44

Lan, Xiaofeng, and Zhou Ying. "Teaching Derivative Concept Using 6 Questions Cognitive Model." Journal of Didactic Mathematics 1, no. 3 (2021): 127–37. http://dx.doi.org/10.34007/jdm.v1i3.371.

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Derivative is one of the basic concepts of calculus, has an extremely rich practical background and wide application. However, "low exploration" of the limit thought in teaching and learning activities have caused difficulties in future advanced mathematics learning. The purpose of this study is to create a learning model that helps students understand calculus. The method in this research is using research and development method, designing a learning model using 6 questions cognitive model on derivative material. Based on the results of developing a new learning model in this study using the

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45

Ferrini-Mundy, Joan, Darien Lauten, and Anna Graeber. "Connecting Research to Teaching: Learning about Calculus Learning." Mathematics Teacher 87, no. 2 (1994): 115–21. http://dx.doi.org/10.5951/mt.87.2.0115.

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46

Nasrum, Akbar, and Herlina Herlina. "Developing of Calculus Teaching Materials Based on Audiovisual." Infinity Journal 8, no. 2 (2019): 209. http://dx.doi.org/10.22460/infinity.v8i2.p209-218.

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Komunitas milenium saat ini lebih memilih media video sebagai sumber belajar daripada membaca buku teks. Untuk memahami isi buku, kita perlu memiliki kemampuan baca tulis yang cukup tinggi. Berbeda halnya dengan video pembelajaran, penjelasan yang disertai dengan gambar dalam video dapat membantu seseorang untuk memahami materi di media itu. Tujuan pertama dari penelitian ini adalah membuat bahan ajar audiovisual yang bisa berfungsi sebagai bahan ajar buku pelajaran tambahan. Tujuan kedua adalah menguji keefektifan bahan ajar yang telah dibuat. Metode yang digunakan adalah metode pengembangan

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47

Abramovich, Sergei, and Ilya Levin. "Spreadsheets in teaching and learning topics in calculus." International Journal of Mathematical Education in Science and Technology 25, no. 2 (1994): 263–75. http://dx.doi.org/10.1080/0020739940250213.

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48

Satianov, Pavel, Miriam Dagan, and Meirav Amram. "Using ‘min’ and ‘max’ functions in calculus teaching." International Journal of Mathematical Education in Science and Technology 46, no. 6 (2015): 944–51. http://dx.doi.org/10.1080/0020739x.2015.1034204.

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49

Herbert, Sandra. "Challenging the Traditional Sequence of Teaching Introductory Calculus." Computers in the Schools 30, no. 1-2 (2013): 172–90. http://dx.doi.org/10.1080/07380569.2013.771528.

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50

Horbatsch, Marko. "Teaching Calculus and Linear Algebra with DERIVE®." Computers in Physics 4, no. 6 (1990): 656. http://dx.doi.org/10.1063/1.4822959.

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