How to Calculate Quickly: Full Course in Speed Arithmetic

Author(s): Henry Sticker
Date     : June 1, 1955




I gave it a five star simply because the books is simple and very effective at getting you to learn the "art" of quick calculation.
I looked at all the others in that field. Most of them teach you tricks for quick calculation. To do certain calculation you need to remember the tricks. There are dozen of them and you just get confused. This book do not used trick but teach you "number sense" ... and how to calculate from left to right with complex number. Beleive me, I was affraid of that kind of calculation and with that book I learned a lot!
I used it because I am preparing for interviews in management consulting. Case study need you to do lots of quick mental calculation. I am very good with complex calculation but mental arithmetics is something else.
BUY THIS BOOK ... very slim, but as said before, lots lots of exercise well made and improving in difficulty ... cant say more, its the book I was looking for.
Amusing, it was first published in 1945 ...

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Calculus in Context: The Five College Calculus Course

Author(s): James Callahan, Kenneth R. Hoffman, David A. Cox, Donal O'Shea, Harriet Pollatsek, Lester Senechal
Date     : 1995



For courses currently engaged, or leaning toward calculus reform. The authors fully embrace the calculus reform movement in technology and pedagogy, while taking it a step further with a unique organization and applications to real-world problems.

The book aims to:

• Develop calculus in the context of scientific and mathematical questions.
• Treat systems of differential equations as fundamental objects of study.
• Construct and analyze mathematical models.
• Use the method of successive approximations to define and solve problems.
• Develop geometric visualization with hand-drawn and computer graphics.
• Give numerical methods a more central role.
• Encourage collaborative work.
• Empower students to use calculus as a language and a tool.
• Make students comfortable tackling large, messy, ill-defined problems.
• Foster an experimental attitude towards mathematics.
• Help students appreciate the value of approximate solutions.
• Develop the sense that understanding concepts arises out of working
on problems, not simply from reading the text and imitating its techniques.