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Students who have used Smith/Minton's Calculus say it was easier to read than any other math book they've used. That testimony underscores the success of the authors' approach, which combines the best elements of reform with the most reliable aspects of mainstream calculus teaching, resulting in a motivating, challenging book. Smith/Minton also provide exceptional, reality-based applications that appeal to students' interests and demonstrate the elegance of math in the world around us. The new features include: A new organization placing all transcendental functions early in the book and consolidating the introduction to L'Hopital's Rule in a single section; More concisely written explanations in every chapter; Many new exercises (for a total of 7,000 throughout the book) that require additional rigor not found in the 2nd Edition; New exploratory exercises in every section that challenge students to synthesize key concepts to solve intriguing projects; New commentaries ("Beyond Formulas") that encourage students to think mathematically beyond the procedures they learn; New counterpoints to the historical notes, "Today in Mathematics," that stress the contemporary dynamism of mathematical research and applications, connecting past contributions to the present; and enhanced discussion of differential equations and additional applications of vector calculus.
- Sales Rank: #4267421 in Books
- Published on: 2006-02-01
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x 1.85" w x 8.58" l, .0 pounds
- Binding: Paperback
Most helpful customer reviews
1 of 1 people found the following review helpful.
the problems in the back of the sections need improvement
By muddy glass
i have taught calculus 1 and calculus 2 a number of times using smith/minton. the math department previously used stewart's book, but switched to smith/minton to give it a chance, especially since the included math zone software seemed interesting. however, after three years, the math department switched back to stewart.
my students often complained about the numerical emphasis in smith/minton. it's different from what you'd see in other textbooks, but that's not necessarily a bad thing. it's a matter of taste. the disconnect comes when students are doing homework problems and must rely on pen and paper rather than a computer. at that point, the stronger numerical and technology emphasis in smith/minton was seen as a disadvantage by many of my students. in fairness to the authors, i should also state that i don't allow calculators on exams, which probably enhances this negative perception in my students' minds.
in truth, no calculus textbook will fit everyone's needs. some instructors will like epsilon-delta proofs, some will like the use of the hyperreals from nonstandard analysis, some will like the non-rigorous intuitive approach, and some will like a greater role to be played by our ever evolving technology. the individual instructor should rightfully fill in the gaps based on his/her knowledge of the subject matter, making the best of the situation, because of the very fact that no one calculus textbook can be perfect. in the case of smith/minton, the instructor should be prepared to stress algebraic skills and symbolic manipulations a bit more to complement the text, especially given some of the harder exercises. (a poor algebraic foundation is, in my opinion, the main reason students fail calculus.)
now, the primary reason the math department dropped smith/minton as the required textbook is the homework problem selection. no matter how good or bad the exposition in a textbook is, the textbook can work so long as the problems and exercises are sound. this was the only real serious weakness to smith/minton. the problems in the back of the sections are mostly too easy or too hard. there was not enough problems to form a middle ground. students were able to do the easy ones, but then felt unprepared when they struggled with the hard ones. students have told me the jump was just too great and i agree. the problem selection in the optimization section was particularly bad. increasing the number of problems in the back of the sections with more intermediate level exercises would fix this deficit in a future edition. (this review is for the third edition.)
one innovative feature that came with the purchase of smith/minton was the math zone software, an online source of problems. it's nice to see such things tried, but what i didn't like was that the math zone software sets up template answers. for example, part of the answers are given, and students fill in the blanks. there were also multiple choice problems. i feel that this gives students too much of a prompt. ideally, the students should not be given any form or part of the answer at all since ultimately students need to sit down and come up with the method of attack on their own while staring at a wholly empty space where their answers would go, i.e. what would happen on an exam. there were also technical problems with online access, but that was probably because the program was in its infancy and those technical issues have hopefully been resolved by now. i personally dropped math zone use in my classes altogether after trying it for one semester.
all in all, smith/minton is not a bad textbook as far as the explanations go. the textbook i used in my college days was far worse than smith/minton where the exposition is concerned. however, looking back, i realize that my professors chose that particular textbook because of its amazing problem selection: there were a ton of problems of varying difficulty for each section in the textbook. this weakness in smith/minton proved to be its main deficiency as a textbook for the three semester calculus sequence, the quality of the exposition notwithstanding.
1 of 1 people found the following review helpful.
Rigorous and well written. A joy to read mostly...
By John Galt
I just completed a 3-sequence course using this book *and* I read the entire thing, so I can say for a fact it is one of the more rigorous texts out there, with almost no theorems going unproven (the few that are clearly state that it requires techniques from advanced calculus), and the proofs are easy enough to follow (meaning well presented) that it peaked my interest in taking more advanced classes. All formulas are clearly derived so that you can "own" them, i.e. memorize if you want, but you understood how it was derived, you own it, so it can be on your reference sheet. The only thing I would knock the author for, and hopefully they fix in the 4th edition, is to get rid of ALL the "why is that?" and "think about that!"... without ever actually saying what the right way to think about such things are (he is trying to get you to think beyond the material I'm sure, but since they never say why or what the answer is, we don't know if we are). If it is an important point, then say it; otherwise, drop it. Same goes for points you felt are important enough to bring up in the main body of the text, but then you say "and that is left as an exercise". But those comments aside, it was really an excellent text. I compared some of the chapters to the old Thomas & Finney book I have, and the Smith & Minton book is superior in its presentation of the material.
0 of 0 people found the following review helpful.
Well it's cheaper now, so that's not bad
By Kitae Kang
It did it's job throughout college, not a bad textbook.
I had to buy it while it was much more expensive than the current price years back, and it was stolen. Twice. Speaks volumes about the cost of education these days.
I've been thinking about reviewing my calculus for writing physics engines, but I'll probably skip buying the same textbook three times and use google.
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