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Calculus is often viewed as a gateway to more §technical college majors, such as engineering, §computer science and teaching of mathematics. The §high rate of students changing their majors from §science-oriented to less mathematically rigorous §majors can be observed at any University. Students §struggle with passing multivariate content of the §calculus college sequence (calculus I, II, and III) §in particular, the visual aspect of the course. In §the course of semester-long study, observed students §divided into three distinct groups according to §their mathematical visualization preference and §mathematical accuracy characteristics. This book §provides an opportunity for mathematics education §community to view some of the basic visual §mathematical concepts within multivariate context §through the students eyes. The results were §analyzed through the theoretical frame of Krutetskii §(1976), Presmeg s (1985, 1988) mathematical §visualization instrument and types of imagery; and §Guzman s (2002) types of visualization. In addition, §analysis of students errors was made within §Donaldson s (1963) classification of errors.
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