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This article details the results of testing an e-book in two differential calculus classes. Although we, as math instructors, were drawn to the components of the e-book that promote conceptual understanding--such as the interactive figures--the students reported liking the assessment support most. We found that students were initially excited about the interactive figures, but the majority did not use them much over the term. The students who did make use of the interactive figures, however, also reported that the figures improved their understanding of calculus concepts.

In this paper we introduce a new family of twistedK(n)-local homology theories. These theories are given by the spectra Rn = EnhSGn, twisted by a class H ∈ Hn+2(X,Zp). Here EnhSGn are the homotopy fixed point spectra under the action of the subgroup SGn of the Morava stabilizer group where SGn is the kernel of the determinant homomorphism det : Gn → Zp×. These spectra were utilized in [8] by C. Westerland to study higher chromatic analogues of the J-homomorphism. We investigate some of the properties of these new twisted theories and discuss why we consider them as a generalization of twisted K-theory to higher chromatic levels. [ABSTRACT FROM AUTHOR]

The article focuses on the reactions of students to the web-based homework assessment system WeBWorK. Topics covered include the use of web-based homework in instruction of mathematics and the sciences, the implementation of WeBWorK in calculus courses at Mercer University, and a table that shows time spent figuring out technology against studying calculus.

We prove that, for a space X equipped with a principal ℂP∞‐bundle P→X, the ℤ2‐graded P‐twisted K‐theory of X can be computed via a ‘universal coefficient’ isomorphism K * P ( X ) ≅ K * ( P ) ⊗ K 0 ( ℂ P ∞ ) ℤ , where the K0(ℂP∞)‐module structure of ℤ is obtained from a certain ring homomorphism ε:K0(ℂP∞)→ℤ. [ABSTRACT FROM AUTHOR]