NEW! Setup & Solve exercises require students to first describe how they will set up and approach the problem. This reinforces conceptual understanding of the process applied in approaching the problem, promotes long term retention of the skill and mirrors what students will be expected to do on a test. In 1951, Addison-Wesley was then a new publishing company specializing in textbooks and technical literature. The management was unhappy with the calculus textbook they were then publishing, so they approached Thomas, asking if he could revise the book. Instead, he went ahead with an entirely new book. The first edition came out in 1952; Calculus and Analytic Geometry became one of the most famous and widely used texts on the subject. For many of the later editions (from the 5th onwards), Thomas was assisted by co-author Ross L. Finney, which gave rise to the text's metonym Thomas & Finney such was its ubiquity in calculus teaching. In 1937, Thomas was accepted into the graduate mathematics program at Cornell University. At Cornell, Thomas worked as an instructor while pursuing his research in number theory.

Teach calculus the way you want to teach it, and at a level that prepares students for their STEM majors Added new Exercises: 2.1: 15–18; 2.2: 3h–k, 4f–i; 2.4: 19–20, 45–46; 2.6: 69–72; PE: 49–50; AAE: 33. Complete and precise multivariable coverage enhances the connections of multivariable ideas with their single-variable analogues studied earlier in the book. Updated area formulas for polar coordinates to include conditions for positive r and nonoverlapping u.

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Strong exercise sets feature a great breadth of problems–progressing from skills problems to applied and theoretical problems–to encourage students to think about and practice the concepts until they achieve mastery. In the 14th Edition, the authors added new exercises throughout, many geometric in nature. Added new Exercises: 10.1: 27–30, 72–77; 10.2: 19–22, 73–76, 105; 10.3: 11–12, 39–42; 10.4: 55–56; 10.5: 45–46, 65–66; 10.6: 57–82; 10.7: 61–65; 10.8: 23–24, 39–40; 10.9: 11–12, 37–38; PE: 41–44, 97–102.

More assignable exercises -- Instructors now have more exercises than ever to choose from in assigning homework. A complete suite of instructor and student supplements saves class preparation time for instructors and improves students’ learning. Added figure of xsin(1x)in 3.2 to illustrate how oscillation can lead to non-existence of a derivative of a continuous function. In 1978, Thomas retired from full-time teaching, although continued to edit new editions of Calculus and Analytic Geometry. He became interested in religion, attending the Unity Church and later taking up Christian Science.Thomas finished his doctoral work in 1940 and was immediately hired by MIT for a one-year teaching appointment. He was well liked at MIT, and was invited to join the faculty after his teaching fellowship ended.

Maurice D. Weir holds a DA and MS from Carnegie-Mellon University and received his BS at Whitman College. He is a Professor Emeritus of the Department of Applied Mathematics at the Naval Postgraduate School in Monterey, California. Weir enjoys teaching Mathematical Modeling and Differential Equations. His current areas of research include modeling and simulation as well as mathematics education. Weir has been awarded the Outstanding Civilian Service Medal, the Superior Civilian Service Award,and the Schieffelin Award for Excellence in Teaching. He has coauthoredeight books, including the University Calculus series and the twelfth edition of Thomas’ Calculus. Clarified definition of limits to allow for arbitrary domains. The definition of limits is now consistent with the definition in multivariable domains later in the text and with more general mathematical usage.

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New types of homework exercises, including many geometric in nature, have been added. The new exercises provide different perspectives and approaches to each topic. New co-author Chris Heil (Georgia Institute of Technology) and co-author Joel Hass continue Thomas’ tradition of developing students’ mathematical maturity and proficiency, going beyond memorizing formulas and routine procedures, and showing students how to generalize key concepts once they are introduced. Originally written in 1951 and revised, expanded, and modernized over the years, Thomas’s iconic Calculus and Analytic Geometry offered several generations of students a fascinating way to learn this wonderful subject. This edition is presented as “based on the original work by George B. Thomas, Jr. as revised by Maurice D. Weir and Joel Haas.” Comparing it to my thoroughly used copy was interesting.