Learning and Teaching Calculus Through Its History
Fuente:
arXiv
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| Format: | Preprint |
| Published: |
2026
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| _version_ | 1866915763696173056 |
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| author | Gamage, Chamila |
| author_facet | Gamage, Chamila |
| contents | This paper frames calculus as a global, centuries-long development rather than a subject that began only with Newton and Leibniz. Drawing on ideas from Greek, Indian, Islamic, and later European mathematics, it highlights how concepts like infinity, area, motion, and continuous change slowly evolved through solving problems and cultural exchange. I argue that bringing this history into the classroom helps students see calculus as more than a set of procedures: it becomes a story of human creativity and persistence. By revisiting the questions early mathematicians struggled with, students can better appreciate and better understand the core ideas behind the formulas they use today. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2601_23122 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Learning and Teaching Calculus Through Its History Gamage, Chamila History and Overview This paper frames calculus as a global, centuries-long development rather than a subject that began only with Newton and Leibniz. Drawing on ideas from Greek, Indian, Islamic, and later European mathematics, it highlights how concepts like infinity, area, motion, and continuous change slowly evolved through solving problems and cultural exchange. I argue that bringing this history into the classroom helps students see calculus as more than a set of procedures: it becomes a story of human creativity and persistence. By revisiting the questions early mathematicians struggled with, students can better appreciate and better understand the core ideas behind the formulas they use today. |
| title | Learning and Teaching Calculus Through Its History |
| topic | History and Overview |
| url | https://arxiv.org/abs/2601.23122 |