bio | website | u.cs.biu.ac.il/~katzmik |
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visits | member for | 1 year, 5 months |
seen | Apr 13 at 13:06 | |
stats | profile views | 1,624 |
Interesting questions:
Papers that debunk common myths in the history of mathematics
Apr 10 |
awarded | Necromancer |
Mar 20 |
revised |
Fractional Derivative of A specific function
deleted irrelevant tab |
Mar 20 |
revised |
Fractional Derivatives Of Sums
deleted irrelevant tag |
Mar 20 |
revised |
Finding the Fractional Derivative of This Function
deleted irrelevant tab |
Mar 20 |
suggested | suggested edit on Fractional Derivatives Of Sums |
Mar 20 |
suggested | suggested edit on Fractional Derivative of A specific function |
Mar 20 |
suggested | suggested edit on Finding the Fractional Derivative of This Function |
Mar 14 |
awarded | Popular Question |
Mar 14 |
answered | Analogues of P vs. NP in the history of mathematics |
Mar 5 |
revised |
Assessing effectiveness of (epsilon, delta) definitions
provided clarification requested by a fellow editor |
Mar 5 |
comment |
Assessing effectiveness of (epsilon, delta) definitions
@PaulSiegel, Dawkins wrote "both at the calculus and analysis level of instructions". In the title of his section 2.3 he is merely including calculus as part of analysis and using analysis as a general term. Most of the studies he cites have to do with calculus teaching. Kleinfeld's title mentions "calculus" and Bishop is similarly talking about calculus teaching. |
Mar 4 |
comment |
Assessing effectiveness of (epsilon, delta) definitions
@PaulSiegel, I don't think anybody would argue that analysis can (or should) be taught without $\epsilon,\delta$ definitions. Rather, we are talking about freshman calculus. Just as you don't construct the real line in freshman calculus, it would be inappropriate to construct the hyperreals. Rather, you define infinitesimals via violation of the Archimedean property, and show students how to work with them rigorously. In my first hand experience, they relate to this much more positively than being dressed to perform multiple-quantifier epsilontic stunts on pretense of being taught calculus |
Mar 4 |
comment |
Assessing effectiveness of (epsilon, delta) definitions
@François, I agree with your comments on Russell. My point here was to respond to a request by a fellow editor to provide citations from mathematicians, which I did by citing Kleinfeld, Margaret (who happens to quote Russell, but this is less relevant). I don't think Bishop's thinking about "common sense" is atypical in the math community. Can you cite an education specialist that thinks that epsilon, delta are "common sense" or "simple" (that is, before one masters the technique)? |
Mar 4 |
revised |
Assessing effectiveness of (epsilon, delta) definitions
added 584 characters in body |
Mar 3 |
comment |
Assessing effectiveness of (epsilon, delta) definitions
@StevenGubkin, my question was not to determine whether these definitions are difficult or easy, but to point out a difference in perception in the two communities. I provided some examples to illustrate the point. I certainly agree with you that epsilon, delta definitions are an essential part of the subject and should not be avoided (I can't see how anybody can disagree with that!). |
Mar 3 |
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Assessing effectiveness of (epsilon, delta) definitions
@Paul, I provided some examples. |
Mar 3 |
revised |
Assessing effectiveness of (epsilon, delta) definitions
provided examples requested by fellow editors |
Feb 28 |
comment |
Was the early calculus inconsistent?
... this question (response to @Ben) |
Feb 28 |
revised |
Taking “Zooming in on a point of a graph” seriously
add relevant analysis tag |
Feb 28 |
suggested | suggested edit on Taking “Zooming in on a point of a graph” seriously |