Publication Date



In this paper, we describe our process for developing applied problems from biology and chemistry for use in a differential calculus course. We describe our conversations and curricular analyses that led us to change from our initial focus on college algebra to calculus. We provide results that allowed us to see the overlaps between biology and mathematics and chemistry and mathematics and led to a specific focus on problems related to rates of change. Finally, we investigate the problems that were developed by the partner disciplines for use on recitation activities in calculus and how those problems were modified by the calculus coordinator. We compare what partner disciplines emphasize in scientific applications with what mathematics instructors emphasize in calculus and consider what that means for students’ understanding of science in mathematics. We also describe the role of the students, partner discipline colleagues, and calculus instructors in the development, refinement, and use of the problems.