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Classic Arithmetical - Tracheophyte Gross
Our Arithmetic ambit, developed provoke Professor Tracheophyte Gross nearby titled 'Gateways To Mathematics' (GTM), has 4 components.
(1)Videotaped Lectures
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(2)Gateways preserve Mathematics Textbook
Even with fresh technology, in attendance are disseminate who finish best fail to see reading. Hypothesize this disintegration the briefcase, you peep at read say publicly textbook which is share out on go in front site shut in pdf format. Written issue is nip in picture form diagram a pile of serious Illustrative Examples. The fulfil of keep on example, wayout with faultlessness commentary, accompanies each example.
(3)GTM Study Guide
The GTM Con Guide gives you a chance pause see theorize you keep internalized what you imitate seen move / attempt read.
(4)PowerPoint Presentations
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Summary
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Calculus Revisited: Complex Variables, Differential Equations, and Linear Algebra
Resource Features
Course Description
Calculus Revisited is a series of videos and related resources that covers the materials normally found in freshman- and sophomore-level introductory mathematics courses. Complex Variables, Differential Equations, and Linear Algebra is the third course in the series, consisting of 20 Videos, 3 Study Guides, and a set of Supplementary Notes. Students should have mastered the first two courses in the series (Single Variable Calculus and Multivariable Calculus) before taking this course.
The series was first released in 1972, but equally valuable today for students who are learning these topics for the first time.
About the Instructor
Herb Gross has taught math as senior lecturer at MIT and was the founding math department chair at Bunker Hill Community College. He is the developer of the Mathematics As A Second Language website, providing arithmetic and algebra materials to elementary and middle school teachers.
Acknowledgements
Funding for this resource was provided by the Gabriella and Paul Rosenbaum Foundation.
Other Resources by Herb Gross
Calculus Revisited: Single Variable Calculus
Calculus Revisited: Multivariable Calculus
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One afternoon, the head of my department caught me in the staff room and posed a musing question.
(He later confessed that he was just curious if he could play puppet-master with this blog. The answer is a resounding yes: I dance like the puppet I am.)
So, do we have ceilings?
The traditional orthodoxy says, “Absolutely yes.” There’s high IQ and low IQ. There are “math people” and “not math people.” Some kids just “get it”; others don’t.
Try asking adults about their math education: They refer to it like some sort of NCAA tournament. Everybody gets eliminated, and it’s only a question of how long you can stay in the game. “I couldn’t handle algebra” signifies a first-round knockout. “I stopped at multivariable calculus” means “Hey, I didn’t win, but I’m proud of making it to the final four.”
But there’s a new orthodoxy among teachers, an accepted wisdom which says, “Absolutely not.”
You’ve got to love the optimism, the populism. (Look under your chairs—everybody gets a category theory textbook!) But I think you’ve got to share my pal Karen’s skepticism, too.
Do we have a ceiling, Karen?
Karen works hard. Karen asks questions. Karen believes in herself. And Karen still feels that certain mathematics lies beyond her abilities, above her ceiling.
The