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.