Chow, Amenda2023-09-012023-09-012023-07-21Chow, A. N., Harrington, P. D., & Leung, F-S. (2023). A three-pronged lesson in differential equations in a calculus course: analytical, numerical and experimental. Teaching Mathematics and its Applications: An International Journal of the IMA, hrad005, https://doi.org/10.1093/teamat/hrad005https://doi.org/10.1093/teamat/hrad005https://hdl.handle.net/10315/41433This is a pre-copyedited, author-produced version of an article accepted for publication in Teaching Mathematics and its Applications: An International Journal of the IMA following peer review. The version of record Chow, A. N., Harrington, P. D., & Leung, F-S. (2023). A three-pronged lesson in differential equations in a calculus course: analytical, numerical and experimental. Teaching Mathematics and its Applications: An International Journal of the IMA, hrad005, https://doi.org/10.1093/teamat/hrad005 is available online at: https://academic.oup.com/teamat/advance-article/doi/10.1093/teamat/hrad005/7225389#411641423 and https://doi.org/10.1093/teamat/hrad005.Physical experiments in classrooms have many benefits for student learning, including increased student interest, participation and knowledge retention. While experiments are common in engineering and physics classes, they are seldom used in first-year calculus, where the focus is on solving problems analytically, and occasionally numerically. In this paper, we detail a three-pronged lesson introducing differential equations using analytical, numerical and experimental approaches in a large first-year differential calculus course. Presenting the three approaches in succession allows students to evaluate advantages and disadvantages. The lesson incorporates software and programming, and provides opportunities for active, experiential, team-based learning.enFirst-year calculusDifferential equationsPhysical experimentsNumerical methodsArticle