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The relative brevity is achieved through briefer exposition of some topics and putting some features on the website. – Essential Calculus is a much briefer book (800 pages), though it contains almost all of the topics in Calculus, Seventh Edition. The printed text includes all end-of-chapter review material. – Calculus, Seventh Edition, Hybrid Version, is similar to Calculus, Seventh Edition, in content and coverage except that all end-of-section exercises are available only in Enhanced WebAssign. – Calculus, Seventh Edition, is similar to the present textbook except that the exponential, logarithmic, and inverse trigonometric functions are covered in the second semester. – Calculus: Early Transcendentals, Seventh Edition, Hybrid Version, is similar to the present textbook in content and coverage except that all end-of-section exercises are available only in Enhanced WebAssign. Most of them also come in single variable and multivariable versions. I have written several other calculus textbooks that might be preferable for some instructors. The book contains elements of reform, but within the context of a traditional curriculum. In writing the seventh edition my premise has been that it is possible to achieve conceptual understanding and still retain the best traditions of traditional calculus. The Rule of Three has been expanded to become the Rule of Four by emphasizing the verbal, or descriptive, point of view as well. I have tried to implement this goal through the Rule of Three: “Topics should be presented geometrically, numerically, and algebraically.†Visualization, numerical and graphical experimentation, and other approaches have changed how we teach conceptual reasoning in fundamental ways. In fact, the impetus for the current calculus reform movement came from the Tulane Conference in 1986, which formulated as their first recommendation: I think that nearly everybody agrees that this should be the primary goal of calculus instruction. The emphasis is on understanding concepts. I want students to share some of that excitement. Newton undoubtedly experienced a sense of triumph when he made his great discoveries. In this edition, as in the first six editions, I aim to convey to the student a sense of the utility of calculus and develop technical competence, but I also strive to give some appreciation for the intrinsic beauty of the subject. I have tried to write a book that assists students in discovering calculus—both for its practical power and its surprising beauty. The art of teaching, Mark Van Doren said, is the art of assisting discovery.
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