Calculus 2
“We acquire skills by solving problems or answering questions that we have come to regard as important.” - Ken Bain

"Probably the single most important lesson to be learned is that being stuck is an honourable state and an essential part of improving thinking." - John Mason
Index cards are at the tables to write down questions.
Jim Wysocki - Who Am I?
Math teacher - 18 years
2nd year at Catlin Gabel
Math Department CHair
Have taught courses at every level from
pre-algebra to multivariable calculus in middle school, high school, and college.
This year I am teaching
Descriptive Statistics, Integrated Year 2, & Calculus 2.
In my 8 years of teaching Calculus 2, 88% of my students earned a 5 on the BC exam, and the other 11% earned either 4s or a 3.
Course Expectations
Day-to-day approach
Working problems every day
Learning to read problems/text
Asking questions on a daily basis
Presenting work
Willingness to engage in discussion
Skills vs. Problem Solving
Not an either/or proposition!
To be successful in mathematics,
both areas need to be stressed.
One cannot solve problems without skills, but if all one does is practice skills, then they will be unprepared for real problems.
Course Design
Problem-based curriculum
Concepts are introduced and spiraled throughout the year
Primary textbook is a set of problems
Daily/weekly homework
Investigations, labs, and explorations
Abstracts/Quizzes
AP Review
Communication
Me to you:

Emails
Phone calls
You to me:

Emails
wysockij@catlin.edu
Phone calls
503-297-1894 ext. 456
Thank you for coming!
Remember to hand in the index card if you have a question!

wysockij@catlin.edu

503-297-1894 ext. 456