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Teaching Tip: Practice Integration On Problem Triplets: References

This document discusses teaching integration by presenting problems in sets of three that require different integration methods. It provides examples of problem triplets where the first problem requires one method, the second a different method, and the third yet another method. This forces students to think carefully about which integration technique to apply rather than relying on a single method. Presenting problems this way in a controlled environment gives students valuable practice choosing the right approach when multiple methods are possible.

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Monal Bhoyar
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123 views

Teaching Tip: Practice Integration On Problem Triplets: References

This document discusses teaching integration by presenting problems in sets of three that require different integration methods. It provides examples of problem triplets where the first problem requires one method, the second a different method, and the third yet another method. This forces students to think carefully about which integration technique to apply rather than relying on a single method. Presenting problems this way in a controlled environment gives students valuable practice choosing the right approach when multiple methods are possible.

Uploaded by

Monal Bhoyar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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References

1. E. B. Burger, Exploring the Number Jungle: A Journey into Diophantine Analysis, American Mathematical
Society, Providence RI, 2000.
2. G. H. Hardy and E. M. Wright, An Introduction to the Theory of Numbers, 5th ed., Clarendon Press/Oxford
University Press, New York, 1979.
3. A. N. Kolmogorov and S. V. Fomin, Elements of the Theory of Functions and Functional Analysis, Vol. 1.:
Metric and Normed Spaces, Graylock Press, Rochester NY, 1957.
Teaching Tip: Practice Integration on Problem Triplets
Meg B. Huddleston ([email protected])
Learning multiple integration methods is frustrating. As long as only one method
is involved, students can usually follow procedure and nd an answer. When
problems requiring different methods are presented together (as on a test), then
students can become deeply confused. Providing problems in sets of three re-
quires that students think more deeply about the appropriate integration method
and gives them practice confronting the challenge of choosing wisely. Here are
some examples constructed so that though very similar, the problems require
radically different methods of solution.
(a) (b) (c)

dx
x
2
+4x +5

dx
x
2
+4x +4

dx
x
2
+4x


x
2
+4x +3

dx
x +1

(x +2) dx
x
2
+4x +3

dx
x
2
+4x +3


4 + x
2
dx

dx
4 + x
2

4 + x
2
dx

sin() cos() d

sin(2) cos(3) d

cos
2
(3) d

cos()
sin()
d

sin
2
() cos() d

sin
2
() cos
3
() d

ln x
x
dx

x ln x dx

ln x dx

xe
x
dx

xe
x
2
dx

e
x
2
dx
Prior to giving out tens or even hundreds of integral problems, as some texts and
teachers do, give students the opportunity to think outside the box of a single
method in a carefully controlled environment.
214 THE MATHEMATICAL ASSOCIATION OF AMERICA

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