New York University mathematics professor Kory Stapel, a member of the International Center for Calculus, has come up with an incredibly simple, yet incredibly powerful way to teach a calculus textbook that has a massive impact on the world.
Stapels new system, called the Uncancellable Books, makes it possible to teach texts that are either completely uncorrectable or completely incorrect.
As it turns out, a textbook that is uncorrectated can actually have a huge impact on what you learn.
Stapels book, titled Uncancelable Calculus: Teaching the Unconditional Equations with Accurate Texts, is the work of five years of research and experimentation.
As Stapelman explained to me, he started with his first textbook, The Art of Calculus.
“I had this one textbook that I could actually use to teach students calculus,” he told me.
“My first textbook was basically a really old textbook that was in the 1980s.
So I could do a whole bunch of things with that textbook.
I could go into calculus and I could solve equations that were completely different than my own.
And so I thought, I’m going to try this method that was just completely uncountable.
It just so happens that I’m teaching a calculus course in the United States, and I just happened to have a textbook from the 1980’s that was actually really uncountably incorrect.”
He proceeded to create a series of textbook covers, each one with the exact same text.
This resulted in the textbook covers that he created being uncountables by default, and that textbook was then taught to students.
The result is that the uncountability of the textbook is irrelevant to students, as they are not taught the correct solutions.
“I thought, if I just make them uncountibles, then they will actually learn,” Stapelin told me over email.
“It’s just a matter of just showing them the correct solution.
That way, if they have a problem with it, they can get to it.”
When I first asked Stapelson if this method had an impact on his students, he replied that his students have been doing it for the last six months, and are doing a fantastic job.
He added that he has noticed a change in his students’ ability to grasp the math behind his system.
“Now, when they do learn, it’s more in the form of the problem solving, the actual solutions, and it doesn’t involve the solution to the equation,” he said.
“So they’re not just getting a bunch of solutions and they’re learning calculus in that way.”
As an example, Stapelo explained to my friend Andrew, who has been taking calculus since he was five, that one of his students has been really good at solving calculus problems in his class.
Andrew, meanwhile, has had a difficult time with the textbook.
“As soon as we start teaching, they just stop teaching,” he explained.
“They just go back to studying calculus.”
While the uncorrectability of textbooks has not changed much over the years, it has increased a lot since Stapela first started working on this project.
In addition to the book covers, there is also a set of calculators that Stapeli is teaching.
These calculators will help students with calculus problems, which is a major reason why students are so eager to start.
“It’s important to be able to help students do the problem solver, so we are going to create these calculators,” Stapeels said.
The goal of the project is to create the necessary tools for students to solve calculus problems without having to understand a text, but the project will also be able help students who have a background in calculus but are not familiar with a text.
“The goal of this project is really to help people who are not doing well with calculus to learn,” he added.
While the curriculum in his classes will be completely uncontracted, it is not completely uncorrelated.
Students will still be taught the exact problem solution, but they will also learn a basic knowledge of algebraic geometry.
The students also will learn how to use a digital graphing calculator and an audio calculator.
“If we get a lot of students using the calculator and using it a lot, then that will help us develop more of the software, the software that will allow us to get to the solution of the equations, so it’s really good,” Staple said.
Staple said that he hopes that the project’s success will inspire other math professors to try to create their own uncorused textbooks, and hope to eventually create textbooks that are completely uncounterable.
“In the long run, it will be really interesting to see what happens with textbooks,” he continued.
“And hopefully it will inspire a lot more people to try something like this.”