Abstract / Synopsis

Students of traditional calculus courses can discover significant mathematics original to themselves, especially if these courses are taught in a way that allows shafts of mathematical light to shine through. We tell a story of such an incident in the form of a dialogue between two fictional students. Our students, on their own, discover (or rediscover) a well-known problem based on the harmonic series. We believe opportunities for such discoveries are greater if students have had some experience with inquiry-based learning prior to entering a traditional course. More broadly, we aim to demonstrate what can occur when students feel no inhibition exploring and even creating mathematics on their own.



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© Charles Coppin

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Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

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