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Beth Cory

Using motion detectors, calculus, and physics, students create height-, velocity-, and acceleration-versus-time graphs of a bouncing ball.

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Martin E. Malandro and Beth Cory

Whether teaching calculus or simply living life, we often find ourselves confronted with functions that we would like to optimize. For example, suppose that we have a function that tells us the amount in millions of dollars that we will earn as profit by producing x units of widgets. Suppose, for example, that our profit function is given by f (x) = -9x3 + 71x2 - 91x

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Beth Cory and Ken W. Smith

Through these calculus activities, students reach an understanding of the formal limit concept in a way that enables them to construct the formal symbolic definition on their own.

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Beth L. Cory and Joe Garofalo

This study investigates 3 preservice secondary mathematics teachers' understandings of limits of sequences and their changing conceptions of limit during and after instruction involving interactive, dynamic sketches embodying the formal definition of the limit of a sequence. Manipulating a coherent visual representation of the formal definition in the contexts of various sequences, coupled with answering carefully chosen questions and completing interview tasks before, during, and after technology-enhanced instruction, gave the participants opportunities to investigate and reflect on their own concept image as they compared their understandings to the results of the actions they performed on the sketch.