The misconceptions which the average student brings to the Calculus course often causes him to see it merely as a set of rules for handling special problems. For its discoverers, Newton and Leibniz, however, the essential element of the calculus was a new point of view rather than special problems. When teaching undergraduates, the most challenging problem thus is to give the students a feeling for the power which is in the great mathematical discoveries. For the student specialising in mathematics, the problem is to bring then as quickly as possible to the frontier. This is done more through seminars than formal classes. These informal contacts allow the professor to help the student overcome the diffidence he feels before such a highly developed discipline. The professor must reveal the essentials of mathematics and supply the personal encouragement and direction which will enable the student to make a contribution of his own.
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