In this paper, we discuss the use of the min and max functions in teaching calculus to engineering students. Our experience illustrates that such functions have great possibilities in the development of a student's analytical thinking. The types of problems we present here are not common in most instructional texts, which lead us to suggest that the paper will be interesting and useful to calculus lecturers.
|Number of pages||8|
|Journal||International Journal of Mathematical Education in Science and Technology|
|State||Published - 18 Aug 2015|
Bibliographical notePublisher Copyright:
© 2015 Taylor & Francis.
- analytical thinking
- calculus learning
- challenge problems
- cognition-based teaching
- concept definition
- visual representation