Calculus is a full-brained subject being taught by left-brained instructors to right-brained students. I see many posts lamenting the lack of student understanding resulting from the standard way that a calculus course is taught.

For example, Tevian Dray suggests:

“Skip the fine print. Emphasize examples…Emphasize the need to be fluent with multiple representations…[emphasize] geometric reasoning as the key to conceptual understanding.”

Another recent post by Katie Courage summarizes a study featuring the lack of *understanding *of calculus I (not a lack of *performance* in Calculus I!) as a major reason cited by women for dropping out of STEM majors.

So, in order to facilitate an engagement of our full-brains, I would like to encourage the use of imagination and do a better job promoting conceptual understanding.

My main effort in this direction resulted in the (free and open-access Journal of Humanistic Mathematics) paper entitled, “A Truly Beautiful Theorem: Demonstrating the Magnificence of the Fundamental Theorem of Calculus” co-authored with Darlene Olsen, who is a Homer L. Dodge award winner for University Teaching Excellence at Norwich University. Her efforts, and excellence as an expositor ensured the writing of that paper is of high quality!

Before reading it, you may ask yourself (or your students) why the derivative of the area of a circle should be the circumference of the circle, or if you really could convincingly explain the formula for the volume of a cone, or if you’re happy with how students absorb related rates. Do students think of the chain rule as merely a method for calculating derivatives, or can they use it backwards? Do they really get the First Part of the Fundamental Theorem of Calculus? Can you think of a useful classroom example that can be used in the first week of the course, which can illustrate all of the essential features of the course? Ok don’t wait—please read our paper now!

One thing we *challenge* is the following dogma:

“Limits must be taught before derivatives. Derivatives must be taught before integrals. Riemann sums must be taught before definite integrals.”

For this dogma is simply not true. It’s not true historically and it is very strange indeed that our method of teaching calculus is so far removed from the human thinking that led to its discovery.

In fact I see no advantage in hiding derivatives from students while teaching limits. I see plenty of advantages to revisiting the Fundamental Theorem of Calculus many times in different contexts throughout an introductory course. Our paper suggests very minor changes to an introductory course—so they would be very easy to implement for most experienced teachers. We believe such changes would substantially alter the perception that a student would have of calculus.

A few carefully chosen examples may help to connect limits, derivatives and integrals, leading to a more enriched view of the subject.

So instead of introducing the main topics strictly sequentially, please try—at least in a few more places—to introduce them simultaneously. In other words, *let’s integrate calculus!* *Please* also provide me with feedback—I’d love to know how it works out.