Deconstruct this Calculus 2 Journal: funky functions–from differential equations to parametric and polar

Calculus II is where the subject starts to get a bit weird. In this volume, we move beyond the familiar functions that live on flat coordinate grids and explore the strange and beautiful ways mathematicians describe motion, growth, shape, and change. Differential equations, parametric curves, polar coordinates, and other "funky functions" often appear disconnected when taught in a traditional course. Here, we reveal the common ideas hiding beneath the surface to help you build intuition before diving into notation and techniques.

Explore these topics through hands-on activities, visual investigations, historical stories, challenge problems, and plenty of opportunities to experiment. You'll learn how differential equations model everything from population growth to cooling coffee, how parametric equations describe motion through space, and how polar coordinates uncover patterns invisible in rectangular coordinates.

The Deconstruct Calculus Series of interactive journals teaches calculus in a hands-on way. We have four principles.

First, our books emphasize intuition. You might not have had a book tell you how natural many of the concepts behind the name "Calculus" are. The Deconstruct Series is that book for every student who wants to—or has to—explore this subject we love. You'll learn concepts before calculations and will understand rather than memorize.

Second, Deconstruct books focus on you, the student. We provide answers to every question, examples are personal, and problems are useful.

Third, it's DIY. You'll be doing calculus, not just parroting equations and reciting theorems for a class.

Fourth, the Deconstruct Series emphasizes collaboration. Calculus is better with friends.

From the Publisher

The Deconstruct Calculus Series was developed through more than a decade of educational research, classroom testing, and funded curriculum innovation projects. The project received an Innovation in Teaching Award and has been funded by the Sloan Foundation, the College of Charleston, and the S.C. Space Grant.

Editorial Reviews & Endorsements

Academic Reviews

"I absolutely love the books—they are books that all students taking calculus should use!"
Jo Boaler, Nomellini & Olivier Professor of Education at the Stanford Graduate School of Education and cofounder of youcubed and Struggly

"I am enjoying the calculus books! I wish I had these books when I was taking calculus."
Cathy Williams, Co-Founder and Executive Director of youcubed

"They look beautiful, can't wait to dig in!"
Daniel Egger, Duke University, Pratt School of Engineering

Student Reviews

"I liked how the journal includes activities, calculations, and challenge problems. It presents concepts in ways that make them accessible for different learning styles."

"The deconstruct format made complex topics easier to understand by breaking them down before asking us to solve difficult problems."

"This format is by far the best I've experienced. For the first time, I felt like I truly comprehended the mathematics instead of just getting through the course."

About the Authors

Alex Baham is a data analyst with the University of Texas at Tyler, specializing in healthcare data and public health. For years, she has used her degrees in mathematics and statistics to tutor math-phobic students struggling in calculus.

Dr. Amy N. Langville is a professor of mathematics at the College of Charleston and is passionate about making mathematics more human, creative, and accessible. After years of teaching calculus and authoring internationally recognized books on topics ranging from search engines and ranking systems to mathematically inspired notebooks, Amy became convinced that many students struggle not because calculus is too difficult, but because it is often presented without intuition, context, and opportunities for students to discover mathematics for themselves. She spent more than a decade creating the Deconstruct Calculus Series, the (anti)textbook she always wished her students had.

Dr. Kathryn Pedings-Behling is an instructor of mathematics at the College of Charleston and has taught mathematics at both the secondary and collegiate levels in face-to-face, online, and hybrid classrooms. Her research focuses on improving students' attitudes toward mathematics and broadening participation in STEM. Through years of teaching and curriculum development, she has seen firsthand how confidence and curiosity can transform mathematical learning.