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Re: New to the group.
Posted:
Aug 22, 1997 5:30 PM


At 08:46 PM 7/26/97 0400, you wrote: >Adolfo, > >Read your posting this morning but don't have the time to write a >lengthy response. I've been using graphing calculators in class for the >past several years. I find them helpful in exploring limits, in >graphing the more interesting functions one can look at with a graphing >calculator, in finding extreme points, and  especially  finding the >values of definite integrals. > >Graphing calculators have made it possible for beginning calculus >students to go far beyond the polynomial functions that made up a huge >portion of first semester calculus in the past. > >I do "expect" all my students to take the AP exam; it's part of the >course. I have paid the fee out of my own pocket for the occasional >student in financial straits. I have only had three students out of >nearly 300 in 10 years of teaching calculus AP convince me that there >was no reason for them to take the test because of the college they were >planning to attend. Two of them subsequently transferred and regretted >not taking the test. > >I use the Finney, Thomas, Demana & Waits text published by >AddisonWesley because of the large number of problems with an >engineering and science basis. This text also incorporates graphing >calculators throughout, although I have found that the students tend to >get "lost" in pursuing many of the "Explorations". This may be more my >lack of experience in clearly defining my expectations in setting up >these activities than fundamental flaws in the authors' writing. > >I teach at an inner city magnet school in Fresno, CA. We have about 80 >students each year take AB calculus and 25 take my BC course. > >Brad Huff >huffhaus@earthlink.net > >Thank you very much for your answer, I think it will help me a lot. I could not respond earlier because my system was down for month. My computer also broke down but now everything is Ok.
Thank you for your kind response
Adolfo Gonzalez Z. Lincoln International School



