Calculus is designed for the typical two- or three-semester general calculus course, incorporating innovative features to enhance student learning. The book guides students through the core concepts of calculus and helps them understand how those concepts apply to their lives and the world around them. Due to the comprehensive nature of the material, we are offering the book in three volumes for flexibility and efficiency. Volume 2 covers integration, differential equations, sequences and series, and parametric equations and polar coordinates.

First published in 1991 by Wellesley-Cambridge Press, this updated 3rd edition of the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications. There is also an online and a student .

An openly licensed applied calculus textbook, covering derivatives, integrals, and an intro to multivariable calculus. This book is heavily remixed from Dale Hoffman's Contemporary Calculus textbook, and retains the same conceptual focus from that text.

This series of videos focusing on calculus covers using definite integrals with the shell and disc methods to find volumes of solids of revolution.

This book covers the standard material for a one-semester course in multivariable calculus. The topics include curves, differentiability and partial derivatives, multiple integrals, vector fields, line and surface integrals, and the theorems of Green, Stokes, and Gauss. Roughly speaking the book is organized into three main parts corresponding to the type of function being studied: vector-valued functions of one variable, real-valued functions of many variables, and finally the general case of vector-valued functions of many variables. As is always the case, the most productive way for students to learn is by doing problems, and the book is written to get to the exercises as quickly as possible. The presentation is geared towards students who enjoy learning mathematics for its own sake. As a result, there is a priority placed on understanding why things are true and a recognition that, when details are sketched or omitted, that should be acknowledged. Otherwise the level of rigor is fairly normal. Matrices are introduced and used freely. Prior experience with linear algebra is helpful, but not required.

This course is a continuation of 18.014 Calculus with Theory. It covers the same material as 18.02 Multivariable Calculus, but at a deeper level, emphasizing careful reasoning and understanding of proofs. There is considerable emphasis on linear algebra and vector integral calculus.

This Project has been completed as part of a standard 10 weeks Calculus 3 asynhronous online course with optional WebEx office hours during Summer 2022 semester at MassBay Community College, Wellesley Hills, MA. 

Calculus is a year-long course that is comparable to calculus courses at the college or university level. In this course, the technological tools required for exploring, learning, and communicating calculus concepts include Microsoft Word with Microsoft Equation (or its equivalent) for typing math assignments, an approved graphing calculator (see a list of acceptable calculators at College Board AP Central) for the AP Calculus exam, and some type of grapher for creating graphs online such as Graphmatica (Windows) or Grapher (MAC) or an online graphing utility of your choice.

This course covers differential, integral and vector calculus for functions of more than one variable. These mathematical tools and methods are used extensively in the physical sciences, engineering, economics and computer graphics.
The materials have been organized to support independent study. The website includes all of the materials you will need to understand the concepts covered in this subject. The materials in this course include:

Lecture Videos recorded on the MIT campus
Recitation Videos with problem-solving tips
Examples of solutions to sample problems
Problems for you to solve, with solutions
Exams with solutions
Interactive Java Applets ("Mathlets") to reinforce key concepts

Content Development
Denis Auroux 
Arthur Mattuck 
Jeremy Orloff 
John Lewis
Heidi Burgiel 
Christine Breiner 
David Jordan 
Joel Lewis

This 8-minute video lesson presents an intuition (but not a proof) of the Squeeze Theorem. [Calculus playlist: Lesson 7 of 156]

CK-12 Calculus Teacher's Edition covers tips, common errors, enrichment, differentiated instruction and problem solving for teaching CK-12 Calculus Student Edition. The solution guide is available upon request.

From the University of Florida Department of Mathematics, this is the second volume in a three volume presentation of calculus from a concepts perspective. The emphasis is on learning the concepts behind the theories, not the rote completion of problems.

This is the curriculum for the asynchronous Calculus I course implemented for a ten-week semester and based on the courses, which the author taught in Summer 2020 and Summer 2021 at MassBay Community College.

Calculus is designed for the typical two- or three-semester general calculus course, incorporating innovative features to enhance student learning. The book guides students through the core concepts of calculus and helps them understand how those concepts apply to their lives and the world around them. Due to the comprehensive nature of the material, we are offering the book in three volumes for flexibility and efficiency. Volume 3 covers parametric equations and polar coordinates, vectors, functions of several variables, multiple integration, and second-order differential equations.

This course begins with a review of algebra specifically designed to help and prepare the student for the study of calculus, and continues with discussion of functions, graphs, limits, continuity, and derivatives. The appendix provides a large collection of reference facts, geometry, and trigonometry that will assist in solving calculus problems long after the course is over. Upon successful completion of this course, the student will be able to: calculate or estimate limits of functions given by formulas, graphs, or tables by using properties of limits and LĺÎĺ_ĺĚĺ_hopitalĺÎĺ_ĺĚĺ_s Rule; state whether a function given by a graph or formula is continuous or differentiable at a given point or on a given interval and justify the answer; calculate average and instantaneous rates of change in context, and state the meaning and units of the derivative for functions given graphically; calculate derivatives of polynomial, rational, common transcendental functions, and implicitly defined functions; apply the ideas and techniques of derivatives to solve maximum and minimum problems and related rate problems, and calculate slopes and rates for function given as parametric equations; find extreme values of modeling functions given by formulas or graphs; predict, construct, and interpret the shapes of graphs; solve equations using NewtonĺÎĺ_ĺĚĺ_s Method; find linear approximations to functions using differentials; festate in words the meanings of the solutions to applied problems, attaching the appropriate units to an answer; state which parts of a mathematical statement are assumptions, such as hypotheses, and which parts are conclusions. This free course may be completed online at any time. It has been developed through a partnership with the Washington State Board for Community and Technical Colleges; the Saylor Foundation has modified some WSBCTC materials. (Mathematics 005)

This textbook covers Vector Calculus. There are chapters on curves, vector fields, surface integrals and integral theorems (such as the divergence theorem).

Problem book available.

Active Calculus Multivariable is the continuation of Active Calculus to multivariable functions. The Active Calculus texts are different from most existing calculus texts in at least the following ways: the texts are free for download by students and instructors in .pdf format; in the electronic format, graphics are in full color and there are live html links to java applets; the texts are open source, and interested instructors can gain access to the original source files upon request; the style of the texts requires students to be active learners — there are very few worked examples in the texts, with there instead being 3-4 activities per section that engage students in connecting ideas, solving problems, and developing understanding of key calculus concepts; each section begins with motivating questions, a brief introduction, and a preview activity, all of which are designed to be read and completed prior to class; the exercises are few in number and challenging in nature.

This series of videos focusing on calculus covers minima, maxima, and critical points, rates of change, optimization, rates of change, L'Hopital's Rule, mean value theorem.

This is a rigorous, open, and equitable Calculus I class. It follows the OpenStax Calculus I book and uses the MyOpenMath course created by Larry Green and the ZTC grant as homework and extra resources. As well as lecture notes and worksheets created in Microsoft Word.

The structure of the course is that it follows a flipped class model, where students are required to watch lecture video created off of the lecture notes. Then students work on sectional exercises embedded in Canvas from MyOpenMath and work by themselves on the hard worksheet before the last day of the class during the week. On that day of class students will have the opportunity to work in groups on the worksheet problems.

They will be motivated to work on the problems in their groups because they will then teach the professor their random problem received as well as their group mates have points associated with their group mates work. The way they do this is through a program called GoReact that is embedded in Canvas. The main thing about this program is that students can easily share a recorded video of them teaching the math to the professor and the professor in turn can give video feedback telling the student how much they rock or letting them know what went wrong. These Teach Me Video are the foundation of the course and are the only thing the professor grades for the week unless there is a test. They are fun for both the instructor and students and increase the teacher student relationship as well as the student to student relationship. It is also easy to bump the Teach Me Videos up to make students who didn't fully understand the problem by making them redo the video to get some points back.