Differential Equations, Multivariable Calculus and Linear Algebra for Advanced High School StudentsMany excellent high school students will finish Calculus AB (Calculus I) and Calculus BC (Calculus II) during their junior or senior year of high school, and look to take more mathematics courses during high school. Yet, in most high schools, Calculus II is the highest course offered.
Some very awesome students may finish Calculus I (AB) and Calculus II (BC) during their junior year of high school. For these accelerated students, enrolling in Differential Equations, Linear Algebra, and perhaps Multivariable Calculus, via Distance Calculus @ Roger Williams University is an excellent way to FINISH your lower division mathematics courses even before you step foot onto your new college/university campus the following Fall semester!
If you finish these AP Calculus courses during your senior year, then one option to get ahead with your academic plan is to complete the next few courses: Linear Algebra, Calculus 3 (Calculus III) - Multivariable Calculus, and perhaps even Differential Equations and/or Calculus-Based Statistics (Probability Theory) - during your senior year or during the summer before you start your new undergraduate university. Earning real collegiate academic credits for Linear Algebra and then transferring those credits to your new undergraduate college/university is an excellent way to start your new school with some advanced mathematics credits under your belt.
Here is a video about our Linear Algebra course via Distance Calculus @ Roger Williams University:
Multivariable Calculus & High School
Linear Algebra Course
After AP Calculus for High School Students
Distance Calculus - Student Reviews
Date Posted: Dec 20, 2019
Review by: Bill K.
Courses Completed: Calculus I, Calculus II, Multivariable Calculus, Linear Algebra
Review: I took the whole calculus series and Linear Algebra via Distance Calculus. Dr. Curtis spent countless hours messaging back and forth with me, answering every question, no matter how trivial they might seem. Dr. Curtis is extremely responsive, especially if the student is curious and is willing to work hard. I don't think I ever waited much more than a day for Dr. Curtis to get a notebook back to me. Dr. Curtis would also make videos of concepts if I was really lost. The course materials are fantastic. If you are a student sitting on the fence, trying to decide between a normal classroom class or Distance Calculus classes with Livemath and Mathematica, my choice would be the Distance Calculus classes every time. The Distance Calculus classes are more engaging. The visual aspects of the class notebooks are awesome. You get the hand calculation skills you need. The best summary I can give is to say, given the opportunity, I would put my own son's math education in Dr. Curtis's hands.
Transferred Credits to: None
Date Posted: May 3, 2020
Review by: Andris H.
Courses Completed: Applied Calculus
Review: I found out from my MBA program that I needed to finish calculus before starting the MBA. They told me 3 weeks before term started! I was able to finish Applied Calculus from Distance Calculus. Definitely a great class. Thanks Distance Calculus!
Transferred Credits to: SUNY Stony Brook
Date Posted: Jan 19, 2020
Review by: William Williams
Student Email: firstname.lastname@example.org
Courses Completed: Linear Algebra, Probability Theory
Review: I have difficulty learning calculus based math, akin to dyslexia when examining the symbolic forms, equations, definitions, and problems. Mathematica based calculus courses allowed me to continue with my studies because of the option of seeing the math expressed as a programming language for which I have no difficulty in interpreting visually and the immediate feedback of graphical representations of functions, equations, or data makes a huge impact on understanding. Mathematica based calculus courses should be the default method of teaching Calculus everywhere.
Transferred Credits to: Thomas Edison State College
Distance Calculus - Curriculum Exploration
VC.03 - Gradient
- V3: VC.03 - Gradient:
- V3.1: VC.03 - Basics
- V3.1.a: VC.03.B1: The gradient and the chain rule
- V3.1.b: VC.03.B2: Level curves, level surfaces and the gradient as normal vector
- V3.1.c: VC.03.B3: The gradient points in the direction of greatest initial increase
- V3.1.d: VC.03.B4: Using linearizations to help to explain the chain rule
- V3.2: VC.03 - Tutorials
- V3.2.a: VC.03.T1: The total differential
- V3.2.b: VC.03.T2: What's the chain rule good for?
- V3.2.c: VC.03.T3: The gradient and maximization and minimization
- V3.2.d: VC.03.T4: Eye-balling a function for max-min
- V3.2.e: VC.03.T5: Data fit
- V3.2.f: VC.03.T6: Lagrange's method for constrained maximization and minimization
- V3.3: VC.03 - Give It a Try
- V3.3.a: VC.03.G1: The gradient points in the direction of greatest initial increase
- V3.3.b: VC.03.G2: The gradient is perpendicular to the level curves and surfaces
- V3.3.c: VC.03.G3: The heat seeker
- V3.3.d: VC.03.G4: Doing 'em by hand
- V3.3.e: VC.03.G5: The highest crests and the deepest dips
- V3.3.f: VC.03.G6: Closest points, gradients and Lagrange's method
- V3.3.g: VC.03.G7: The Cobb-Douglas manufacturing model for industrial engineering
- V3.3.h: VC.03.G8: Data Fit in two variables: Plucking a guitar string
- V3.3.i: VC.03.G9: Linearizations and total differentials
- V3.3.j: VC.03.G10: Keeping track of constituent costs
- V3.3.k: VC.03.G11: The great pretender
- V3.3.l: VC.01.G1-A: Another Help Movie
- V3.3.m: VC.01.G1-B: Another Help Movie
- V3.3.n: VC.01.G1-C: Yet Another Help Movie
- V3.3.o: VC.03.G2.c Hint
- V3.4: VC.03 - Literacy
- V3.5: VC.03 - Revisited
- V3.5.a: VC.03.B1 - Revisited
- V3.5.b: VC.03.B2 - Revisited
- V3.5.c: VC.03.B3 - Revisited
- V3.5.d: VC.03.T1 - Revisited
- V3.5.e: VC.03.T2 - Revisited
- V3.5.f: VC.03.T3 - Revisited
- V3.5.g: VC.03.T4 - Revisited
- V3.5.h: VC.03.T6 - Revisited
- V3.5.i: VC.03.G1.b.i - Revisited
- V3.5.j: VC.03.G1.d.i - Revisited
- V3.5.k: VC.03.G1.d.ii - Revisited
- V3.5.l: VC.03.G2.c - Revisited