CKR Usm Presentation 1

Calculus without
Limits
C. K. Raju
Introduction
The size of calculus texts
Calculus without Limits: The difficulty of

limits
the Theory The difficulty of

defining R
Current pedagogy of the calculus: a critique Imitating the European
experience
The difficulty of set

theory
The integral
C. K. Raju
The difficulty of
defining functions
Inmantec, Ghaziabad What the student
and takes away
Centre for Studies in Civilizations, New Delhi Calculus with
limits: why teach
it?
Conclusions
Calculus without
Limits
C. K. Raju
Introduction
Calculus without Limits: The difficulty of

limits
the Theory The difficulty of

defining R
Current pedagogy of the calculus: a critique Imitating the European
experience

theory
The integral
C. K. Raju
The difficulty of
defining functions
Inmantec, Ghaziabad What the student
and takes away
Centre for Studies in Civilizations, New Delhi Calculus with
limits: why teach
it?
Conclusions
Calculus without
Outline Limits
C. K. Raju
Introduction
Introduction
The size of calculus texts The size of calculus texts
The difficulty of
The difficulty of limits limits
The difficulty of
defining R
The difficulty of defining R Imitating the European
experience
Imitating the European experience The difficulty of set
theory
The difficulty of set theory The integral
The difficulty of
The integral defining functions
What the student

The difficulty of defining functions takes away
Calculus with
limits: why teach
What the student takes away it?
Conclusions
Calculus with limits: why teach it?
Conclusions
Calculus without
The size of calculus texts Limits
C. K. Raju
Introduction
I Typical early calculus texts (e.g., Thomas1 , Stewart2 ) The size of calculus texts
today have over 1300 pages in large pages (and small type). The difficulty of
limits
The difficulty of
defining R
Imitating the European
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
1
G. B. Thomas, Maurice D. Weir, Joel Hass, Frank R. Giordano,
Thomas Calculus, Dorling Kindersley, 11th ed., 2008
2
James Stewart, Calculus: early Transcendentals, Thomson
books, 5th ed, 2007.
Calculus without
C. K. Raju
Introduction
limits
I Thomas = 1228 + 34 +80 + 14 + 6 + 6 + xvi (=1384) The difficulty of
pages; size 11 8.5 inches. defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
1
2
Calculus without
C. K. Raju
Introduction
limits
experience
I Stewart = 1168 + 134 + xxv pp. (= 1327) pages; size The difficulty of set
10 8.5 inches + CD). theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
1
2
Calculus without
C. K. Raju
Introduction
limits
experience
The integral
I At an average of 10 pages per day (and 45 days per
The difficulty of
term) a student will take about 3 terms to read these defining functions
texts! What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
1
2
Calculus without
C. K. Raju
Introduction
limits
experience
The integral
I At an average of 10 pages per day (and 45 days per
The difficulty of
term) a student will take about 3 terms to read these defining functions
texts! What the student

takes away
I At the end what does the student learn? Calculus with
limits: why teach
it?
Conclusions
1
2
Calculus without
The difficulty of defining limits Limits
C. K. Raju
Introduction
I Surprisingly little! The size of calculus texts
The difficulty of
limits
The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
3
J. V. Narlikar et al. Mathematics: Textbook for Class XI, NCERT,
New Delhi, 2006, chp. 13 Limits and Derivatives, p. 281.
Calculus without
C. K. Raju
Introduction
The difficulty of
I Understanding a simple calculus statement limits
The difficulty of
d defining R
sin(x) = cos(x), Imitating the European
dx experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
3
Calculus without
C. K. Raju
Introduction
The difficulty of
The difficulty of
d defining R
dx experience

d theory
I needs a definition of dx . The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
3
Calculus without
C. K. Raju
Introduction
The difficulty of
The difficulty of
d defining R
dx experience

d theory
I needs a definition of dx . The integral
I However, Indian NCERT class XI text says: The difficulty of
defining functions
First, we give an intuitive idea of derivative What the student
(without actually defining it). Then we give a takes away
naive definition of limit and study some Calculus with

limits: why teach
algebra of limits3 it?
Conclusions
3
Calculus without
The formal definition of limits Limits
C. K. Raju
Introduction
d
I On present-day mathematics, the symbol dx is The size of calculus texts
defined for a function f , using another symbol limh0 . The difficulty of

limits
The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
d

limits
I The difficulty of
df f (x + h) f (x) defining R
= lim . Imitating the European
experience
dx h0 h
theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
d

limits
I The difficulty of
df f (x + h) f (x) defining R
= lim . Imitating the European
experience
dx h0 h
I limh0 is formally defined as follows. theory
The integral
lim g(x) = l The difficulty of

defining functions
xa
What the student
takes away
if and only if > 0, > 0 such that
Calculus with
limits: why teach
0 < |x a| < |g(x) l| < , x R. it?
Conclusions
Calculus without
The missing element Limits
C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R
I The texts of Thomas and Stewart both have a Imitating the European
experience
section called precise definition of limits. The difficulty of set
theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R
experience
theory
I But the definitions given are not precise.
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R
experience
theory
The integral
I They have the s and s. The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R
experience
theory
The integral
I They have the s and s. The difficulty of
defining functions
I But are missing one key element: R.
What the student
takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
The formal reals Limits
Dedekind cuts C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
I Formal reals R often built using Dedekind cuts. defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Introduction
The difficulty of
limits
The difficulty of
experience
I Set theory provides a model for formal natural The difficulty of set
numbers N, which provide a model for Peano theory
arithmetic. The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Introduction
The difficulty of
limits
The difficulty of
experience
The difficulty of
I N can be extended to the integers Z. defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Introduction
The difficulty of
limits
The difficulty of
experience
The difficulty of
I N can be extended to the integers Z. defining functions
What the student

I This integral domain Z can be embedded in a field of takes away
rationals Q. Calculus with
limits: why teach
it?
Conclusions
Calculus without
Dedekind cuts Limits
contd. C. K. Raju
Introduction
The difficulty of
limits
I Finally, Q can be used to construct cuts.
The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
I Q is called a cut if defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
1. 6= , and 6= Q. experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits
The difficulty of

2. p and q < p q theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits
The difficulty of

3. 6 m such that p m p The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits
The difficulty of

I +, . , and < among cuts defined in the obvious way. The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits
The difficulty of

defining functions
I May be readily shown that the cuts form an ordered What the student
takes away
field, viz., R.
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits
The difficulty of

defining functions
I May be readily shown that the cuts form an ordered What the student
takes away
field, viz., R.
Calculus with
I Called cuts since Dedekinds intuitive idea limits: why teach
it?
originated from Elements 1.1. Conclusions
Calculus without
Elements 1.1 Limits
The fish figure C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
W E defining R
experience

theory
The integral
S
The difficulty of
defining functions
Figure: The fish figure. What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
I With W as centre and WE as radius two arcs are
drawn, and they intersect at N and S.
Calculus without
Elements 1.1 Limits
The fish figure C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
W E defining R
experience

theory
The integral
S
The difficulty of
defining functions
Figure: The fish figure. What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
I With W as centre and WE as radius two arcs are
drawn, and they intersect at N and S.
I Used in India to construct a perpendicular bisector to
the EW line and thus determine NS.
Calculus without
Rejection of empirical methods of proof C. K. Raju
Introduction
I Elements, I.1 uses this figure to construct the The difficulty of

limits
equilateral triangle WNE on the given segment WE.
The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Introduction

limits
The difficulty of
I Empirically manifest that the two arcs must intersect defining R
at a point. experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Introduction

limits
The difficulty of

I This appeal to empirical methods of proof was theory
rejected in the West. The integral
The difficulty of
I R required for formal proof. defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Introduction

limits
The difficulty of

The difficulty of
What the student

I If arcs are drawn in Q Q they may pass through takes away
each other, without there being any (exact) point at Calculus with
limits: why teach
which they intersect, it?
Conclusions
Calculus without
Introduction

limits
The difficulty of

The difficulty of
What the student

I If arcs are drawn in Q Q they may pass through takes away
each other, without there being any (exact) point at Calculus with
limits: why teach
which they intersect, it?
I since there may be gaps in the arcs, corresponding Conclusions
to the gaps in rational numbers.

Calculus without
Key properties of R C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R
I With cuts, wherever the arc is cut there is always a Imitating the European
point (number), and never a gap. experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Introduction
The difficulty of
limits
The difficulty of
defining R

I Formally, corresponds to the least upper bound (lub) theory
property of R: if A R is bounded above, then it has The integral
The difficulty of
a lub in R (that is, m R such that a m, a A defining functions
and if a m1 , a A then m m1 . What the student
takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Introduction
The difficulty of
limits
The difficulty of
defining R

I Formally, corresponds to the least upper bound (lub) theory
property of R: if A R is bounded above, then it has The integral
The difficulty of
a lub in R (that is, m R such that a m, a A defining functions
and if a m1 , a A then m m1 . What the student
takes away
I And other similar properties. Calculus with
limits: why teach
it?
Conclusions
Calculus without
Cauchy sequences Limits
Alternative construction of R C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
I Alternative approach via equivalence classes of defining R
Cauchy sequences in Q. Imitating the European
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Introduction
The difficulty of
limits
The difficulty of
experience
I {an } is called Cauchy sequence if > 0, N such The difficulty of set

theory
that |an am | < , n, m > N. The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Introduction
The difficulty of
limits
The difficulty of
experience

theory
I The decimal expansion of a real number is an The difficulty of

defining functions
example of such a Cauchy sequence. What the student
takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Introduction
The difficulty of
limits
The difficulty of
experience

theory
I The decimal expansion of a real number is an The difficulty of

defining functions
example of such a Cauchy sequence. What the student
takes away
I For xinR, x 6 Q, the decimal expansion neither
Calculus with
terminates nor recurs. limits: why teach
it?
Conclusions
Calculus without
Alternative construction of R Limits
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
I Let {an }, {bn } be Cauchy sequences. We say defining R
{an } ~{bn }, if an bn 0. That is, > 0, N such Imitating the European
experience
that |an bn | < , n > N. The difficulty of set

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
experience

theory
I ~ is an equivalence relation, and we define +, . , and The integral
< in Q/~in the obvious ways to get R The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
experience

theory
defining functions
I R is complete: every Cauchy sequence in R What the student
converges. takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
experience

theory
defining functions
I R is complete: every Cauchy sequence in R What the student
converges. takes away
Calculus with
I This is equivalent to the lub property of R. limits: why teach
it?
Conclusions
Calculus without
Imitating the European experience Limits
C. K. Raju
Introduction
I Teaching R is regarded as too complicated and is The difficulty of

limits
postponed to texts on advanced calculus4 or
The difficulty of
mathematical analysis.5 defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
4 nd
e.g. D. V. Widder, Advanced Calculus, 2 ed., Prentice Hall, New
Delhi, 1999.
5
e.g. W. Rudin, Principles of Mathematical Analysis, McGraw Hill,
New York, 1964.
Calculus without
C. K. Raju
Introduction

limits
The difficulty of
I Notice that this repeats the European historical experience

experience. theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
4 nd
Delhi, 1999.
5
New York, 1964.
Calculus without
C. K. Raju
Introduction

limits
The difficulty of

experience. theory
The integral
I Calculus came first, the definition of limits
The difficulty of
followed, and then R was constructed. defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
4 nd
Delhi, 1999.
5
New York, 1964.
Calculus without
C. K. Raju
Introduction

limits
The difficulty of

experience. theory
The integral
I Calculus came first, the definition of limits
The difficulty of
followed, and then R was constructed. defining functions
I (Cauchy 1789-1857, Dedekind 1831-1916) What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
4 nd
Delhi, 1999.
5
New York, 1964.
Calculus without
The problem of set theory Limits
C. K. Raju
Introduction
The difficulty of
limits
I The construction of R requires set theory.
The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
I Students are not taught the definition of a set. defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
experience
I What the student learns about set theory is
theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
experience
I What the student learns about set theory is
I What the student typically learns is something as theory
The integral
follows.
The difficulty of
A set is a collection of objects defining functions
What the student

or takes away
A set is a well-defined collection of objects Calculus with

limits: why teach
it?
Conclusions
Calculus without
Differing ideas of sets Limits
C. K. Raju
Introduction
I Students have differing ideas of what collection The difficulty of

limits
means. The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
defining R
I They often think elements in a set must somehow be Imitating the European
experience
related. The difficulty of set

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
defining R
experience

theory
I Can a human being and an animal can be included
The integral
in a set?
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
defining R
experience

theory
The integral
in a set?
The difficulty of
defining functions
I As a beginning teacher I tried explaining that it was
What the student
possible to put Indira Gandhi and a cow in a set. takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
defining R
experience

theory
The integral
in a set?
The difficulty of
defining functions
What the student
I The students disagreed. Calculus with

limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
defining R
experience

theory
The integral
in a set?
The difficulty of
defining functions
What the student
I The students disagreed. Calculus with

limits: why teach
it?
I The management was even more unhappy.
Conclusions
Calculus without
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R
I The management told me not to teach wrong things. experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R

I They cited the authority of a professor in Bombay theory
University. The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R

The difficulty of
I I cited the authority of Bourbaki. defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R

The difficulty of
I I cited the authority of Bourbaki. defining functions
I (They had not heard of Bourbaki, so I resigned!) What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
What set theory the student learns Limits
C. K. Raju
I With such a loose definition it is not possible to Introduction

escape things like Russells paradox. The size of calculus texts
The difficulty of
limits
The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
6
e.g. P. R. Halmos, Naive Set Theory, East-West Press, New
Delhi, 1972.
Calculus without
C. K. Raju

The difficulty of
I Let limits
R = {x|x
/ x} . The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
6
Delhi, 1972.
Calculus without
C. K. Raju

The difficulty of
I Let limits
R = {x|x
defining R
I If R R then, by definition, R
/ R so we have a experience

contradiction. theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
6
Delhi, 1972.
Calculus without
C. K. Raju

The difficulty of
I Let limits
R = {x|x
defining R

I On the other hand if R / R then, again by the The integral
definition of R, we must have R R, which is again a The difficulty of

defining functions
contradiction. So either way we have a contradiction. What the student
takes away
Calculus with
limits: why teach
it?
Conclusions
6
Delhi, 1972.
Calculus without
C. K. Raju

The difficulty of
I Let limits
R = {x|x
defining R


defining functions
takes away
I Paradox is supposedly resolved by axiomatic set
Calculus with
theory, but even among professional limits: why teach
it?
mathematicians, few learn axiomatic set theory. Conclusions
6
Delhi, 1972.
Calculus without
C. K. Raju

The difficulty of
I Let limits
R = {x|x
defining R


defining functions
takes away
I Paradox is supposedly resolved by axiomatic set
Calculus with
theory, but even among professional limits: why teach
it?
mathematicians, few learn axiomatic set theory. Conclusions
I Most make do with naive set theory.6
6
Delhi, 1972.
Calculus without
The integral Limits
C. K. Raju
R
I what about f (x)dx?
Introduction
The difficulty of
limits
The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
The integral Limits
C. K. Raju
R
Introduction
I Most calculus courses define the integral as the The size of calculus texts
The difficulty of
anti-derivative, with an unsatisfying constant of limits
integration. The difficulty of
defining R
Z Imitating the European
d experience
if f (x) = g(x) then g(x)dx = f (x) + c The difficulty of set

dx theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
The integral Limits
C. K. Raju
R
Introduction
The difficulty of
defining R
d experience

dx theory
The integral
I It is believed that some clarity can be brought about
The difficulty of
by teaching the Riemann integral obtained as a limit defining functions
of sums. What the student

takes away
Z b n Calculus with
limits: why teach
X
f (x)dx = lim f (ti )xi it?
a (P)0
i=i Conclusions
Calculus without
The integral Limits
C. K. Raju
R
Introduction
The difficulty of
defining R
d experience

dx theory
The integral
I It is believed that some clarity can be brought about
The difficulty of
by teaching the Riemann integral obtained as a limit defining functions
of sums. What the student

takes away
Z b n Calculus with
limits: why teach
X
f (x)dx = lim f (ti )xi it?
a (P)0
i=i Conclusions
I Here the set P = {x0 , x1 , x2 , . . . xn } is a partition of

the interval [a, b], and ti [xi , xi1 ].
Calculus without
The integral Limits
contd C. K. Raju
Introduction
The difficulty of
limits
I Once more defining the Riemann integral requires a
The difficulty of
definition of the limits. defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
The integral Limits
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
I and a proof of the fundamental theorem of calculus. experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
The integral Limits
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of

I This is not done. Instead, the focus is on mastering theory
techniques. The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
The integral Limits
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of

The difficulty of
I the two key techniques of (symbolic) integration are defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
The integral Limits
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of

The difficulty of
I integration by parts (inverse of Lebiniz rule), and What the student
takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
The integral Limits
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of

The difficulty of
takes away
I integration by substitution (inverse of chain rule)
Calculus with
limits: why teach
it?
Conclusions
Calculus without
The integral Limits
contd C. K. Raju
Introduction
The difficulty of
limits
The difficulty of

The difficulty of
takes away
I integration by substitution (inverse of chain rule)
Calculus with
I since integration techniques are more difficult to limits: why teach
it?
learn than differentiation techniques. Conclusions
Calculus without
The difficulty in defining functions Limits
C. K. Raju
Introduction
I Thus the student learns differentiation and The size of calculus texts
integration as a bunch of rules. The difficulty of

limits
The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
I To make these rules seem plausible, it is necessary The difficulty of
to define functions, such as sin(x) defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
experience
I However, the student does not learn the definitions of
sin(x) etc. theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
experience
sin(x) etc. theory
The integral
I since the definition of transcendental functions
The difficulty of
involve infinite series and notions of uniform defining functions
convergence. What the student

takes away
X xn
ex = . Calculus with
n! limits: why teach
it?
n=0
Conclusions
Calculus without
C. K. Raju
Introduction

limits
experience
sin(x) etc. theory
The integral
I since the definition of transcendental functions
The difficulty of
involve infinite series and notions of uniform defining functions
convergence. What the student

takes away
X xn
ex = . Calculus with
n! limits: why teach
it?
n=0
Conclusions
I The student hence cannot define ex , and thinks
sin(x) relates to triangles.
Calculus without
What the student takes away Limits
C. K. Raju
Introduction
The difficulty of
limits
I Thus, the best that a good calculus text can do is to The difficulty of
defining R
trick the student into a state of psychological Imitating the European
experience
satisfaction of having understood matters. The difficulty of set

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
limits
defining R
experience

theory
I The trick is to make the concepts and rules seem The integral
intuitively plausible The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
limits
defining R
experience

theory
I The trick is to make the concepts and rules seem The integral
intuitively plausible The difficulty of
defining functions
I by appealing to visual (geometric) intuition, or What the student
physical intuition etc. takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd C. K. Raju
Introduction
The difficulty of
I Thus, apart from a bunch of rules, the student carries limits
away the following images: The difficulty of

defining R
experience
function = graph The difficulty of set

theory
derivative = slope of tangent to graph
The integral
integral = area under the curve. The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd C. K. Raju
Introduction
The difficulty of

defining R
experience

theory
The integral
defining functions
I The student is unable to relate the images to the What the student
takes away
rules. Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd C. K. Raju
Introduction
The difficulty of

defining R
experience

theory
The integral
defining functions
I The student is unable to relate the images to the What the student
takes away
rules. Calculus with
limits: why teach
I Ironically, the whole point of teaching limits is the it?
belief that such visual intuition may be deceptive. Conclusions

Calculus without
Belief that visual intuition may deceive Limits
C. K. Raju
I Recall that Dedekind cuts were motivated by the
doubt that the fish figure (Elements 1.1) is Introduction
deceptive.
N The difficulty of
limits
The difficulty of
defining R
experience
W E
theory
The integral
The difficulty of
defining functions
What the student

S
takes away
Calculus with
Figure: The fish figure. limits: why teach
it?
Conclusions
Figure: Dedekinds doubt was that the two arcs which
visually seem to intersect need not intersect since there
are gaps in Q.
Calculus without
More misconceptions Limits
C. K. Raju
Introduction
The difficulty of
I Students in practice have more misconceptions. limits
The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
The difficulty of
I They say the derivative is the slope of the tangent defining R
line to a curve. experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
The difficulty of

I And define a tangent as a line which meets the curve theory
at only one point. The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
The difficulty of

The difficulty of
I When pressed they see that a tangent line may meet defining functions
a curve at more than one point. What the student
takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
The difficulty of

The difficulty of
I When pressed they see that a tangent line may meet defining functions
a curve at more than one point. What the student
takes away
I But are unable to offer a different definition of the Calculus with
tangent. limits: why teach
it?
Conclusions
Calculus without
Misconceptions about rates of change Limits
C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R
I Such half-baked appeals to intuition confound the Imitating the European
experience
student also from the perspective of physics. The difficulty of set

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R
experience

theory
I In physical terms, the derivative is usually explained
The integral
as the rate of change. The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R
experience

theory
I In physical terms, the derivative is usually explained
The integral
as the rate of change. The difficulty of
defining functions
I But consider Poppers argument.
What the student
takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Poppers argument about rates of change Limits
C. K. Raju
Introduction
x
I Velocity v = t , then The difficulty of
limits
The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
x
limits
I Choosing a large value of t will mean v is the The difficulty of
defining R
average velocity over the time period t, Imitating the European
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
x
limits
defining R
experience
I this could differ substantially from the The difficulty of set
alertinstantaneous velocity at any instant in that theory
The integral
interval.
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
x
limits
defining R
experience
The integral
interval.
The difficulty of
I But choosing small t will increase the relative error defining functions
of measurement. What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction
x
limits
defining R
experience
The integral
interval.
The difficulty of

takes away
I Hence there must be an optimum value of t neither Calculus with
limits: why teach
too large nor too small. it?
Conclusions
Calculus without
C. K. Raju
Introduction
x
limits
defining R
experience
The integral
interval.
The difficulty of

takes away
I Hence there must be an optimum value of t neither Calculus with
limits: why teach
too large nor too small. it?
Conclusions
I This is quite different from taking limits, and not at all
what calculus texts have in mind.
Calculus without
Why teach limits? Limits
C. K. Raju
Introduction
I If one is ultimately going to rely on (possibly faulty) The size of calculus texts
visual and physical intuition The difficulty of

limits
The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
I why teach calculus with limits at all? The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
defining R
I Why teach students to manipulate symbols they Imitating the European
experience
dont clearly understand? The difficulty of set

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
defining R
experience

theory
I The human mind revolts at the thought of syntax
The integral
devoid of semantics (as in the difficulty of The difficulty of
assembly-language programming. defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
defining R
experience

theory
The integral
What the student

I This job of symbolic manipulation can be done more takes away
easily by symbolic manipulation programs running on Calculus with

limits: why teach
low-cost computers. it?
Conclusions
Calculus without
C. K. Raju
Introduction

limits
defining R
experience

theory
The integral
What the student

I This job of symbolic manipulation can be done more takes away
easily by symbolic manipulation programs running on Calculus with

limits: why teach
low-cost computers. it?
Conclusions
I Why teach human minds to think like low-cost
machines?
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits
I Thus, what the student learns in a calculus course The difficulty of

defining R
(manipulating unclearly defined symbols) Imitating the European
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits

defining R
experience
I is a skill which has become obsolete. The difficulty of set

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits

defining R
experience

theory
I it is today a useless skill. The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits

defining R
experience

theory
I However, teaching the student to obey rules he does The difficulty of

defining functions
not understand What the student
takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits

defining R
experience

theory
I However, teaching the student to obey rules he does The difficulty of

defining functions
not understand What the student
takes away
I teaches blind obedience to mathematical authority
Calculus with
(which lies in the West). limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R
experience

I This sort of teaching started during colonialism. theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
contd. C. K. Raju
Introduction
The difficulty of
limits
The difficulty of
defining R
experience

I This sort of teaching started during colonialism. theory
The integral
I But why should it continue today in a free society?
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Conclusions Limits
C. K. Raju
Introduction
1. The present-day course on calculus at the school
The difficulty of
(K-12) or beginning undergraduate level does NOT limits
teach the following. The difficulty of
defining R
experience

theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Conclusions Limits
C. K. Raju
Introduction
The difficulty of
defining R
I The definition of the derivative (which depends upon Imitating the European
experience
limits).
theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Conclusions Limits
C. K. Raju
Introduction
The difficulty of
defining R
experience
limits).
I The definition of the limit (which depends upon R). theory
The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Conclusions Limits
C. K. Raju
Introduction
The difficulty of
defining R
experience
limits).
I The definition of R (which depends upon set theory). The integral
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Conclusions Limits
C. K. Raju
Introduction
The difficulty of
defining R
experience
limits).
I The definition of a set (which depends upon The difficulty of
axiomatic set theory). defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Conclusions Limits
C. K. Raju
Introduction
The difficulty of
defining R
experience
limits).
I The definition of the integral (which is defined only as What the student
takes away
an anti-derivative).
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Conclusions Limits
C. K. Raju
Introduction
The difficulty of
defining R
experience
limits).
takes away
Calculus with
I The definition of functions, such as ex . limits: why teach
it?
Conclusions
Calculus without
Conclusions Limits
C. K. Raju
Introduction
The difficulty of
defining R
experience
limits).
takes away
Calculus with
I The definition of functions, such as ex . limits: why teach
it?
I How to correlate the derivative with the calculation of
Conclusions
rates of change useful in physics.
Calculus without
Conclusions Limits
contd. C. K. Raju
Introduction
The difficulty of
limits
2. The present-day course does teach R how to

The difficulty of
defining R
d
manipulate the symbols dx , and without knowing Imitating the European
experience
their definition. This is a task which can be easily The difficulty of set
performed on a low-cost computer, using freely theory
The integral
available programs.
The difficulty of
defining functions
What the student

takes away
Calculus with
limits: why teach
it?
Conclusions
Calculus without
Conclusions Limits
contd. C. K. Raju
Introduction
The difficulty of
limits
2. The present-day course does teach R how to

The difficulty of
defining R
d
manipulate the symbols dx , and without knowing Imitating the European
experience
their definition. This is a task which can be easily The difficulty of set
performed on a low-cost computer, using freely theory
The integral
available programs.
The difficulty of
3. By forcing a student to learn a subject without proper defining functions
understanding, the present-day calculus course, also What the student

takes away
teaches a student subordination to mathematical Calculus with
limits: why teach
authority (which lies in the West). it?
Conclusions

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Calculus without

Calculus without Limits: The difficulty of

the Theory The difficulty of

The difficulty of set

Calculus without Limits: The difficulty of

the Theory The difficulty of

The difficulty of set

What the student

The difficulty of set

What the student

The difficulty of set

What the student

What the student

texts! What the student

texts! What the student

The difficulty of set

What the student

The difficulty of set

What the student

The difficulty of set

What the student

The difficulty of set

naive definition of limit and study some Calculus with

defined for a function f , using another symbol limh0 . The difficulty of

The difficulty of set

What the student

defined for a function f , using another symbol limh0 . The difficulty of

What the student

defined for a function f , using another symbol limh0 . The difficulty of

lim g(x) = l The difficulty of

What the student

What the student

What the student

Dedekind cuts C. K. Raju

The difficulty of set

What the student

Dedekind cuts C. K. Raju

arithmetic. The integral

What the student

Dedekind cuts C. K. Raju

arithmetic. The integral

What the student

Dedekind cuts C. K. Raju

arithmetic. The integral

What the student

The difficulty of set

What the student

The difficulty of set

What the student

The difficulty of set

What the student

The difficulty of set

What the student

The difficulty of set

What the student

The difficulty of set

What the student

The difficulty of set

The difficulty of set

The fish figure C. K. Raju

The difficulty of set

Figure: The fish figure. What the student

I {an } is called Cauchy sequence if > 0, N such The difficulty of set

I {an } is called Cauchy sequence if > 0, N such The difficulty of set

I {an } is called Cauchy sequence if > 0, N such The difficulty of set

that |an bn | < , n > N. The difficulty of set

that |an bn | < , n > N. The difficulty of set

that |an bn | < , n > N. The difficulty of set

that |an bn | < , n > N. The difficulty of set