of the learning process.

Many introductory students are weak on algebra skills and have had minimal exposure to the concept of “proof”. This article incorporates exercises, and a pedagogical approach, intended to assist a teacher in addressing such weaknesses. I try at all times to incorporate the pedagogical principles set out in Arnold Arons’ book [ *A Guide to Introductory Physics Teaching* ]{} (Wiley, New York 1990). Although Arons’ book ostensibly addresses the teaching of physics, much of the subject matter addresses means for remedying the mathematical deficiencies of typical engineering and science students. Also, I ordinarily prohibit, in keeping with this spirit, the use of calculators in working most (but not all) problems, accepting rough estimates of numerical values, where appropriate.

I adhere, for the most part, to the American Standard Abbreviations for Scientific and Engineering Terms as reproduced, for example, in [*Handbook of Chemistry and Physics*]{} (63d Ed., CRC Press, Boca Raton, FL., 1982)

Section 2 of the present article is a highly abbreviated introduction to differentiation, using the concept of the ”dibbl”, a quantity so small that its square is zero. The section omits, for the sake of brevity, many topics that I would include in the 