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Obvious(?) question: postcalculus vs. calculus and the rest
Posted:
Jan 7, 1997 1:47 PM


I have a question which maybe is obvious when you work in a USstyle curriculum (which I don't).
The fact that this list focusses on postcalculus learning and teaching implies that the learning and teaching that is found postcalculus is qualitatively and importantly different from that of calculus level??
Or that it should be different?
My impression from Bill Thurston's intro was that these are open and relevant sorts of questions:
>The big question I've been wondering about is >what practical goals do we want for mathematical education, and how >can those goals be adequately expressed?
What are the particular aspects of postcalculus learning, teaching and mathematical content which distinguish it from any other level of mathematics education (K12, calculus)?
Are there differences between the postcalculus learning of a mathematician, physical scientist, life scientist, social scientist, engineer, etc??
Phillip Kent.
+ Dr Phillip Kent  tel: +44 (0)171 594 8503 The METRIC Project  fax: +44 (0)171 594 8517 Mathematics Department  Imperial College  p.kent@ic.ac.uk London SW7 2BZ, U.K.  http://metric.ma.ic.ac.uk/ + "Man's rush to the n'th floor is a neckandneck race between plumbing and abstraction"  Rem Koolhaas



