While conducting a workshop for business calculus students one day, I was reminded of a familiar challenge. Many students approach calculus with hesitation, especially those in business programs who may not see themselves as “math people.” Even when they are following the steps, it is not always clear that real understanding is happening.

During the workshop, we were discussing inflation as an example of exponential growth. I wrote the model on the board and explained how prices increase over time. Students were taking notes, but their expressions suggested they were still trying to connect the formula to its meaning.

So I opened Maple Learn.

I entered the equation, and the graph appeared right beside it. Almost immediately, the mood in the room shifted. One student leaned forward and said, “Oh… that’s what inflation looks like over time.”

That simple moment captured why visualization matters so much in calculus.

One of the strengths of Maple Learn is how naturally it combines symbolic work and graphical representation in a single space. Students can write equations, perform calculations, and see the corresponding graphs without switching tools. This makes abstract ideas feel more concrete and easier to interpret.

Maple Learn also works well as a note-taking tool. During the workshop, students kept their formulas, graphs, and written explanations together in one organized document. Instead of passively copying, they were actively building understanding as they worked through the example.

What stood out most was how easily students began sharing their work. They compared graphs, discussed small differences in their models, and asked one another questions. The technology supported conversation and collaboration, helping create a sense of community rather than isolated problem-solving.

By the end of the workshop, students seemed more confident and engaged. The combination of visualization, structured note-taking, and peer sharing helped transform a challenging topic into something accessible and meaningful.

Experiences like this remind me that when students can see mathematics, talk about it, and learn together, calculus becomes far less intimidating and far more powerful.