This book chronicles the evolution of calculus instruction and research in the United States during a pivotal period. It examines the pedagogical shifts, curriculum developments, and significant mathematical contributions in calculus from 1969 to 1991, drawing on the expertise of prominent mathematicians and educators. The work aims to provide a historical overview of how calculus was taught and understood during these decades, highlighting key trends and challenges.

This collection of essays, authored by distinguished mathematicians, offers a historical perspective on the development of calculus instruction and research in the United States between 1969 and 1991. The book is likely to be of interest to mathematicians, mathematics educators, and historians of science. Its focus on a specific timeframe suggests a detailed examination of pedagogical and research trends during that era.