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• W38963316 abstract "When the honors program at the University of Arkansas-Fort Smith (then Westark Community College) began in 1990, it was decided that the honors mathematics course would be College Algebra, a decision based on the premise that our student population required an opportunity to earn honors credit at an introductory level, at least in The course developed by the mathematics department met with some success by stimulating interest in algebra topics using an environmental modeling approach. The textbook, Earth Algebra (by Schuafele, Zumoff, Sims, and Sims), provided a wonderful opportunity for our students to learn the techniques of College Algebra through applications to real-world problems. After offering Honors College Algebra for several years, it gradually became apparent that offering honors credit for College Algebra was excluding many students who tested into higher courses, particularly calculus. Not surprisingly, these higher placement scores often equated to honors students. Since Westark (a two-year college) became the University of Arkansas-Fort Smith (offering baccalaureate degrees) in 2002 and because mathematics became one of the first baccalaureate degrees offered by our new university, the mathematics department decided to develop an honors calculus course to reflect the changing demographics of our students. After discussing several ideas, the mathematics faculty decided to develop a first-semester calculus course centered on a study of the historical development of calculus. With a university enrollment of about 6500 students, and a small honors program (40-60 students), a single section of 15-20 students was planned. My interests and experiences in using history in the mathematics classroom led to my being volunteered to create the course, an assignment I enthusiastically accepted. The premise for the honors calculus course I designed was that the students would learn the traditional topics in a Calculus I course--an important criterion for several reasons, not the least of which was that most of these students would continue on to Calculus II--while participating in an ongoing investigation of the historical development of calculus. The use of historical concepts to motivate learning in mathematics has many adherents. F. J. Swetz wrote, History is commonly taught in schools to initiate the young into a community--to give them an awareness of tradition, a feeling of belonging, and a sense of participation in an ongoing process or institution. Similar goals can be advocated for the teaching of the history of mathematics. Swetz and many other authors (some of whom may be found below in the bibliographical essay) have found great success in motivating student learning and inspiring disinterested students by humanizing mathematics through its history. In addition to the strong belief from many in the mathematical community that history enhances the learning experience in mathematics, another motivation for this format comes from the goals of our honors program. Each honors course is designed to improve communication skills, both verbal and written, and honors faculty are encouraged to develop courses that address learning across the curriculum. The catalog description of the new course encapsulates these ideas: This course will develop the standard topics in Calculus I from the perspective of the historical development of calculus and its reciprocating influence on society. Readings from original sources and extensive writing are required. In addition to the typical requirements of a calculus course, the honors students are asked to read, discuss, debate, and write about issues and episodes in the history of calculus. Because the academic requirements (GPA and standardized test scores) are significantly higher for our honors students than the general student population, this rather accelerated first-semester calculus has never presented serious problems for most of my students. …" @default.
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• W38963316 date "2008-01-01" @default.
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• W38963316 title "Honors Calculus: An Historical Approach" @default.
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