Re: I guess I get to "put up or shut-up".

["Michael N. Monce" <mnmon@conncoll.edu>]

On Mon, 5 Aug 1996, Emilio O. Roxin wrote:

> Hi!
>     I may not be a good physicist but was teaching calculus and
> complaining about it for many years. Here is my advice.
>     Keep in mind your objectives for the course, for example:
> a) The derivative and integral are very simple concepts, appealing to
> intuition from geometry (slope of the tangent and area) or from
> physics (velocity and work). A basic task is to find out how they
> should be formulated mathematically (i.e. with more precision, gene-
> rality and abstraction) in order to make them accessible to mathematical
> (algebraic) manipulations.
> b) To see how such manipulations are done (the "rules") and how this
> permits to solve a lot of problems.
>      I am sure you will do a great job! Good luck!
>          Emilio

	I would like to echo Emilio's basic observation.  Our math dept. 
has gone into great fanfare with a "revival" of the calc. course complete 
with computer based labs, etc.  Yet, in the intro physics class when I 
ask about the meaning of a derivative (integral) on a graph I get blank 
stares.  When I suggest slopes and areas it is like a revelation to 
them.  sigh..


				Mike Monce
				Conn. College