In writing the book, James Stewart asked himself: What is essential for a three-semester calculus course for scientists and engineers? Revised in response to user feedback and classroom experiences, the new edition provides an even smoother teaching and learning experience.
This text offers the right mix of basic, conceptual, and challenging exercises, along with meaningful applications. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. Early Transcendentals Dennis G. Zill, Warren S. Essential Calculus : Early Transcendentals , Second Edition , resembles Essential Calculus , but the exponential, logarithmic, and inverse trigonometric functions are covered in Chapter 3.
Author : William L. Briggs Publisher: Pearson College Division ISBN: Category: Mathematics Page: View: Read Now » This much anticipated second edition of the most successful new calculus text published in the last two decades retains the best of the first edition while introducing important advances and refinements.
Authors Briggs, Cochran, and Gillett build from a foundation of meticulously crafted exercise sets, then draw students into the narrative through writing that reflects the voice of the instructor, examples that are stepped out and thoughtfully annotated, and figures that are designed to teach rather than simply supplement the narrative.
The authors appeal to students' geometric intuition to introduce fundamental concepts, laying a foundation for the development that follows.
Note: You are purchasing a standalone product; MyMathLab does not come packaged with this content. MyMathLab is not a self-paced technology and should only be purchased when required by an instructor. The book is only pages--two-thirds the size of Stewart's other calculus texts, and yet it contains almost all of the same topics.
The author achieved this relative brevity primarily by condensing the exposition and by putting some of the features on the book's website, www.
Despite the more compact size, the book has a modern flavor, covering technology and incorporating material to promote conceptual understanding, though not as prominently as in Stewart's other books.
Author : Jon Rogawski Publisher: W. How can you make sure students get both the computational skills they need and a deep understanding of the significance of what they are learning? Rogawski engages students while reinforcing the relevance of calculus to their lives and future studies. Precise mathematics, vivid examples, colorful graphics, intuitive explanations, and extraordinary problem sets all work together to help students grasp a deeper understanding of calculus.
University Calculus: Elements is the ideal text for instructors who prefer the flexibility of a text that is streamlined without compromising the necessary coverage for a typical three-semester course. As with all of Thomas' texts, this book delivers the highest quality writing, trusted exercises, and an exceptional art program. Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.
Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase. We want students to share some of that excitement. The emphasis is on understanding concepts. Nearly all calculus instructors agree that conceptual understanding should be the ultimate goal of calculus instruction; to implement this goal we present fundamental topics graphically, numerically, algebraically, and verbally, with an emphasis on the relationships between these different representations.
Visualization, numerical and graphical experimentation, and verbal descriptions can greatly facilitate conceptual understanding. Moreover, conceptual understanding and technical skill can go hand in hand, each reinforcing the other. We are keenly aware that good teaching comes in different forms and that there are different approaches to teaching and learning calculus, so the exposition and exercises are designed to accommodate different teaching and learning styles.
The features including projects, extended exercises, principles of problem solving, and historical insights provide a variety of enhancements to a central core of fundamental concepts and skills. Our aim is to provide instructors and their students with the tools they need to chart their own paths to discovering calculus.
The Stewart Calculus series includes several other calculus textbooks that might be preferable for some instructors. Most of them also come in single variable and multivariable versions. The relative brevity is achieved through briefer exposition of some topics and putting some features on the website. The coverage of topics is not encyclopedic and the material on transcendental functions and on parametric equations is woven throughout the book instead of being treated in separate chapters.
The overall structure of the text remains largely the same, but we have made many improvements that are intended to make the Ninth Edition even more usable as a teaching tool for instructors and as a learning tool for students. The changes are a result of conversations with our colleagues and students, suggestions from users and reviewers, insights gained from our own experiences teaching from the book, and from the copious notes that James Stewart entrusted to us about changes that he wanted us to consider for the new edition.
In all the changes, both small and large, we have retained the features and tone that have contributed to the success of this book. These exercises are intended to build student confidence and reinforce understanding of the fundamental concepts of a section. See, for instance, Exercises 7. Some new exercises include graphs intended to encourage students to understand how a graph facilitates the solution of a problem; these exercises complement subsequent exercises in which students need to supply their own graph.
See Exercises 6. Some exercises have been structured in two stages, where part a asks for the setup and part b is the evaluation.
This allows students to check their answer to part a before completing the problem.
0コメント