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Post Made Community Wiki by S. Carnahan♦
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I taught a problem solving class for advanced first year students at my university some time ago with the aim of showing them interesting aspects of university mathematics. It basically turned into a baby manifold course - with the goal of understanding the concept of de Rham cohomology. The point is that using just a little more machinery than the theory they already knew from calculus (e.g., div, curl, derviatives), it was possible to still prove some quite interesting results like the Brouwer fixed point theorem. I felt having this 'goal' in the course to be quite effective: the students always had some kind of idea where the course was going and most importantly, they knew why new concepts were introduced. There are a lot of motivating examples and questions to give them, like, 'How can one detect the shape of a space'? This made it easier to motivate new concepts, like vector tangent spaces, differentials,etc. Even though your students would probably benifit from learning the standard material in calculus (you say they are not math majors), I think you should be able to incorporate some interesting examples like the above into your course. For example, when talking about Taylor series, you could give the nice proof of the irrationality of $e$ or $\pi$. It would certainly make it more fun for you to teach, and probably not take too much of your time. For reference, here are some of the topics we covered in our course:
There are plenty of good books you could take a look at for finding interesting examples, e.g., I found the following books helpful. Proofs from the Book by M. Aigner, G. Ziegler From calculus to cohomology by Ib Madsen, Jørgen Tornehave The fundamental theorem of algebra by B. Fine, G. Rosenberger. |
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I taught a problem solving class for advanced first year students at my university some time ago with the aim of showing the students them interesting aspects of university mathematics. It basically turned into a baby manifold course - with the goal of understanding the concept of de Rham cohomology. The point is that using just a little more machinery than the theory they already knew from calculus (e.g., div, curl, derviatives), it was possible to still prove some quite interesting results like the Brouwer fixed point theorem. I felt having this 'goal' in the course to be quite effective: the students always had some kind of idea where the course was going and most importantly, why. There are a lot of motivating examples and questions to give them, like, 'How can one detect the shape of a space'? This made it easier to motivate new concepts, like vector spaces, differentials,etc. Even though your students would probably benifit from learning the standard material in calculus (you say they are not math majors), I think you should be able to incorporate some interesting examples like the above into your course. For example, when talking about Taylor series, you could give the nice proof of the irrationality of $e$ or $\pi$. It would certainly make it more fun for you to teach, and probably not take too much of your time. For reference, here are some of the topics we covered in our course:
There are plenty of good books you could take a look at for finding interesting examples, e.g., I found the following books helpful. Proofs from the Book by M. Aigner, G. Ziegler From calculus to cohomology by Ib Madsen, Jørgen Tornehave The fundamental theorem of algebra by R.YoungB. Fine, G. Rosenberger. |
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