**Section:**002

**Background and Goals:** The sequence MATH 115-116-215 is the standard complete introduction to the concepts and methods of calculus. It is taken by the majority of students intending to major in mathematics, science, or engineering as well as students heading for many other fields. The emphasis is on concepts and solving problems rather than theory and proof. All sections are given a uniform midterm and final exam.

**Content:** The course presents the concepts of calculus from three points of view: geometric (graphs); numerical (tables); and algebraic (formulas). Students will develop their reading, writing and questioning skills. Topics include functions and graphs, derivatives and their applications to real-life problems in various fields, and definite integrals. The classroom atmosphere is interactive and cooperative and homework is done in groups.

**Alternatives:** MATH 185 (Honors Anal. Geom. and Calc. I ) is a somewhat more theoretical course which covers some of the same material. MATH 175 (Combinatorics and Calculus) is a non-calculus alternative for students with a good command of first-semester calculus. MATH 295 (Honors Mathematics I) is a much more intensive and rigorous course. A student whose preparation is insufficient for MATH 115 should take MATH 105 (Data, Functions and Graphs).

**Subsequent Courses:** MATH 116 (Calculus II) is the natural sequel. A student who has done very well in this course could enter the honors sequence at this point by taking MATH 186 (Honors Anal. Geom. and Calc. II).

The textbook for the course is Hughes-Hallett *et al., Calculus,* 4th edition. The calculator required for the course is TI-84, Texas Instruments.

**Schedule Listing**

TBA |

**Note:**EVENING EXAMS FOR MATH 115: TUES, OCT 9, & TUES, NOV 13, 6-8 PM. AVOID SCHEDULING A CLASS THAT CONFLICTS WITH THESE EVENING EXAMS.

*NOTE: Data maintained by department in Wolverine Access. If no textbooks are listed below, check with the department.*

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**prior academic terms**. The syllabi

**do not**necessarily reflect the assignments, sequence of course materials, and/or course expectations that the faculty and departments/programs have for these same courses in the current and/or future terms.

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