The techniques are taught systematically, with an emphasis on their application to economic problems.
Introduction to Calculus | UC San Diego Extension
Calculus allows us to answer many important questions in many different areas. For instance, how much should a company produce to maximise its profit? Or, if a company has to produce a specified amount, how can they minimise their costs? In this course, we will look at how this all works using a non-theoretical, methods-based approach.
Read more information on levels in our FAQs. For more information on exams and credit, read Teaching and assessment. Located within a world-class social science institution, the department aims to be a leading centre for Mathematics in the Social Sciences. The Department has more than doubled in size over the past few years, and this growth trajectory reflects the increasing impact that mathematical theory and mathematical techniques are having on subjects such as economics and finance, and on many other areas of the Social Sciences.
The main reading material will be the detailed handouts distributed at the beginning of the course. Anthony and N. Search Go. A good grasp of pre-university mathematics. Mathematical preliminaries: sets, functions, equations, graphs. Differentiation, curve sketching and optimisation in one variable. Basic integration techniques such as substitution, integration by parts and partial fractions. The Procreate app on the ipad. Your algorithms book is excellent and fun! IMO it is more about drawing ability vs app knowledge, so I would suggest learning to draw!
Just start drawing and you'll get better over time.
MS283 An introduction to calculus
The daily art streak was an awesome suggestion, thank you. I have one specific question.
When you write in your diagrams, what brush settings do you use? Are you using calligraphy mode? The handwriting in your diagrams has a unique look and feel that I was hoping to emulate. It's more like chalk on a chalkboard. That's why I was hoping to know the exact settings. I spent some time with the Procreate app today and was able to pick up the basics. I'll try learning by copying your work.
Thanks again! Oh I see For what it's worth, I like this much better. I had the traditional method of graphs and tangents. And thank you for it.
Why take this course?
Tangent lines have never meant much to me; your way of explaining feels much more intuitive. Also, I love your algorithms book! It is the main resource I used when preparing for my coding interviews. Thanks again, I look forward to your next project! Thank you! Hi author. The first two images in that section label 0. It should be 0. Echoing the sibling comment: How'd you make the diagrams? They're quite lovely and I'd like to follow your process.
blacksmithsurgical.com/t3-assets/mystery/qa-an-introduction.php I do not really learn a concept until I can visualize it somehow. Indeed, when I was learning derivatives, it did not click until I saw a graph with a tangent line. But everybody is not the same way. Some people prefer to develop their intuition based on a text explanation, some people need an example with numbers, some other people need an actual person to explain it to them in spoken words. When you learn better with one of these methods, seeing another one first may confuse you instead of helping. Moreover, once you have understand the concept, other kinds of explanations tend to broaden your view of the topic.
I think this a great non-visual explanation of derivatives. No more, but no less. I think it has a great pedagogical value, even if it is not the best introduction for my way of learning. Way back when I was in high school what made derivatives click for me was the notion of "Rate of Change" applied to time series.
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I think it is called Parametric Calculus. Koshkin on Sept 7, Reducing explanation of the derivative at an intuitive level to 'simply the rate of change' confuses the hell out of people when they encounter other things that are also defined as derivatives but do not describe a change in any obvious sense.
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For example, electric current or, say, a flow of water through a cross-section of a closed circuit does not necessarily represent a change of electic charge or the mass of water on either side of the surface, as it remains constant. I feel these notations are somewhat ambiguous and bordering on abuse of notation. There is an operator notation for the derivative where you can both avoid the not-quite-division and specify the variable you're dealing with. I'm from Belgium, and here kids learn this in high school 5th year. It's basic knowledge.
So why does this show up on HN? Only kids who got into higher education tracks get calculus. No need to be smug about it, many kids don't get in those tracks for any reason and might find later in life that they are interested in calculus. I feel if anything the US education system exposes to more children than the European systems, even though I feel the system is misguided.
In any case, I had calculus in highschool, then more of it in University and I still feel I could do with a fun refresher every now and then. There are many paths that people take towards mathematical understanding, many paths have loops where material is covered over and over again at different levels of sophistication.
I feel that typical pre-college curriculums cover topics superficially-- just enough for the exams. Many students would benefit so much more if they held-off on calculus until they became fluent in "the basics". Instead you get students practically forced to take calculus in high school whether they're ready or not and then they need to repeat the material in college-- sometimes STILL under-prepared.
For college-bound, it would be much better to slow down, focus on rigor and mastery of algebra, geometry, practical applications, and proofs. Then in college start with something much deeper and more comprehensive than your typical "Calc "-- maybe at the level of Spivak's Calculus text or Rudin's.
Well, the way I understand the US system is that all children basically get the same education, and they are divided only by grades.
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In the NL and I think other European countries also, children go in separate highschool tracks depending on their performance in elementary school. In the NL often these tracks are even in separate schools, but always separate classes. So my sister went to a different highschool than I did because I was showing more proclivity towards scientific education. After her highschool if she wanted she still could've opted for a track that would qualify her for scientific education, but since she had a preference for arts she went to an arts academy instead.
FWIW, your understanding is incorrect. By high school, there may be levels of instruction for Math ranging from remedial to college-bound, to college-level coursework. Ah cool, thanks! Yes, it's similar in Belgium. But, derivatives are really considered basic knowledge, so I doubt there's a track you can pick in Belgium that does not expose you to this. I will check. I, for one, enjoy reading alternative explanations of difficult subjects. Calculus is not basic knowledge in my book.
Ironically, my dad teaches high school calculus, in the US for whatever it's worth. I'm from Italy and it's the same here, but the problem remains: it seems that a big part of population devs are not excluded have problems and hate relationship with math. Sharlin on Sept 7, Regardsyjc on Sept 7, I graduated college from the USA but with a liberal arts degree and the highest math I learned was precalc. I think this is backwards. Explaining derivatives by Physics speed or slope seems a lot more intuitive to me.
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