Looks like this came out nearly 8 years ago, so… how’d it work out? Given the way job titles work these days I guess we could have some Senior Engineers here who learned calculus from this paper…
Not really. I teach high school calculus to homeschool co-ops. My earliest students are just a few years out of college. I usually only teach 2-10 students per class, and I don't think I managed to get any school to adopt my "Calculus from the Ground Up" book.
Got to the place where he says "As you can see, this is identical to the d/dx() operation except that the result is not divided by dx."
What does it mean with his d() operator to "divide by dx"? All of a sudden it seems like he has changed dy/dx from unfortunate notation that sort of looks like a division into something that actually is dividing two meaningful things, dy and dx? And so what the hell are dy and dx?
Eh. I think that the standard calculus approach is mostly fine, but just needs tweaking.
The only major change that I'd like to make is the removal of sequences and all the associated theorems from the introductory calculus. Instead, start with limits of functions and the notion of continuity.
It immediately leads to the notion of the derivative. And after that, it's just a lot of building blocks.
> Again, by using differentials instead of derivatives, we have transformed a number of processes that students find unintuitive
into a single process where the intuition is supplied by the student’s knowledge of algebra.
Ah yes. Algebra. The subject all students love dearly. If only we could get students to love and appreciate calculus as much they love algebra!
I have a hard time even imagining an article that is more disconnected from the reality of teaching calculus to tiny humans.
So you are saying that disconnecting calculus from algebra improves the average student's calculus ability? What planet are you from?
We spend a lot of time and effort teaching kids how to do algebra, and how to manipulate equations algebraically. By the time they get anywhere near calculus, they know how to do this. Thus, rather than trying to build a whole mathematical world from scratch, the idea is to *build on what they are already practicing* rather than try to drop them in a wild, uninhabited country and say "good luck".
What's funny is the number of adult parents of students who tell me they took four semesters of calculus in college and *never understood what it was about*. This is the real crisis I'm trying to solve. We are teaching. People are learning just enough to pass tests, but aren't internalizing any of it.
I work with engineers on a daily basis. Many never fully grasped what calculus was trying to teach. But they are extremely fluent in algebra. The reason for this disconnect is that no one bothered connecting them strongly.
My only experience is as a physics TA and teaching X-ray techs, so take this with a grain of salt. I think the author is trying to address a real problem, but he's not working on the right parts.
First, limits are harder than derivatives. Historically, humans figured out the derivative in the late 1600s, but the modern rigorous definition of the limit didn't exist until the 1800s. Slow-walking the definition of the derivative doesn't fix the problem of understanding limits.
The limit of a function f at a point x is defined as the value y, if it exists, such that for all d > 0 there exists an e > 0 such that for all x' in [x - e, x + e] we have |y - f(x')| < d. That's an earful. But for essentially all limits in introductory calculus we evaluate using two rules: the limit of a continuous function f at a point x is f(x), and the squeeze theorem. So my suggestion is to elevate these to the status of axioms. Introducing another number system does not help when students will not do anything nontrivial with it anyway.
The second problem is that "introductory" calculus includes too much material and is consequently pushed too late in the curriculum and seen as a weed-out course. Students spend too much time on "preparation" that doesn't prepare them for calculus. Studying logarithms and trigonometry is orthogonal, so basically all of "precalculus" is not actually pre-calculus. To me a four-year high school curriculum could be written up just fine with two years of algebra and geometry (not separated), one year of calculus and then statistics, which provides an ideal application for the theory of derivatives when you learn regression. But the author has included multivariable calculus and fiddly techniques for taking derivatives of ugly functions into "introductory" calculus. I think this is a step in the wrong direction. Laborious algebra calculations can be moved into an optional methods course for engineering students; we should be ensuring the core ideas are as accessible as possible so that doctors don't write papers about the trapezoid rule anymore:
I have strong opinions on how Calc should be introduced - visually.
I think we don't cover basics like the distributive rule in school very well, and that it should be a much more nuts n bolts visual / measuring / counting experience.
Ive attempted to outline how I think this stuff should be taught, by making a video tour of the concepts - from Counting, to Distributive rule / algebra, to Quadratics then the Derivative, here :
All of these things are covered in some great books :
W W Sawyer Vision in Elementary Mathematics
Algebra by Gelfand
Calculus by Thomas
We have superb resources now like 3Blue1Brown, KhanAcademy and ArtOfProblemsolving.com / BeastAcademy .. so you _can_ get your kids a superb math education, even as many schools seemingly give up on teaching Algebra and Calculus.
My experience was that the visuals were a cool distraction from familiarity with the rules/identities. People always want a shortcut to comfort, and they often want it to be that a thorough exploration of motivating examples, often with graphics, grants understanding and comfort before facility, but I've always found that a relatively cursory description of the motivating example is more than enough, and after that I just need well-organized reference materials, worked examples, and rote practice.
It's frustrating, since it feels like an intelligent enough approach should be able to skip the rote practice, but it turns out that conceptual mastery requires mastery of execution, which requires familiarity, which requires practice.
And I say this as someone with very strong intuition, who was always asking why I needed to practice if I already understood, who often grasped concepts immediately - turns out, I still needed practice to understand thoroughly.
,, additionally, moving limits to the end of a first-year course allows students to develop intuitions around the derivative first before seeing the formal proof of their validity’’
Waiting a year to get from intuition to theorems is a perfect way to ruin math.
Math is not supposed to be easy/simple, but it supposed to be a great way to understand systems based thinking.
At the same time there could be more examples taught on why these building blocks were historically needed and what they are used for solving nowadays.
I'm curious if you've taught calculus? Do your students remember limits by the end of calculus? Most studies show that students DO NOT RETAIN limit concepts (ESPECIALLY epsilon-delta ones). It is used as a crutch and then largely discarded before anyone is actually comfortable/familiar with them.
By being a little handwavy at the beginning, you can then tell Dorothy that she's had her ruby slippers with her all along, and by this time they recognize the power and importance of the concept.
In some ways, it is good to be able to explain, from the ground up, why each piece is in place. But, sometimes, understanding how to build a student requires knowing when we need to temporarily handwave something away so that it is actually meaningful when they get it. And then, doing that so they don't maintain a false conception is also important, which is why handwaviness is often helpful ("this is kind of like dividing by zero, but kind of not, and we will get to the distinctions later so just trust us for the moment").
I’ve always been curious about differentials and how to build a rigorous theory of what the fuck dx, dy, dy/dx, etc. are. For example, if you study Tao’s Analysis and Analysis 2, you will not see anything at all about differentials, and I think that maybe you won’t see the dy/dx notation at all. So, can anyone recommend a textbook about differentials?
1) Calculus: Basic Concepts for High Schools by Lev Tarasov. Soviet-era book written as a dialogue between the author and reader. Absolutely fantastic (also see his other books on Probability etc.) - https://mirtitles.org/2018/09/04/calculus-basic-concepts-for...
3) Calculus: The Princess of Mathematics by H.C.Verma et al. A two-vol must-have affordable set. The author is a well-known Indian Physics professor and this is written specifically for students to "understand" calculus i.e. it is not a typical textbook. - https://garudalife.in/calculus-the-princess-of-mathematics-v...
Try it, because under SICP you will learn Calculus by literally learning the rules of derivation, integration and squared and cubic roots as an example of recursion.
Online, interactive SICP in the browser, you don't need to install anything:
Does anyone know how to simplify the actually hard part of calculus: solving integrals? I refer to the million different substitutions and trig/hyperbolic formulas, along with the endless amount of other heuristics. I wonder if there's a way to bypass or simplify most of that.
It's a bit frustrating that smooth infinitesimal analysis isn't mentioned even once, even as the author lists other systems that add infinitesimals to real numbers. It's a much better system to develop calculus on. It features infinitesimals as normal everyday mathematical objects, rather than the hack that hyperreal numbers are.
Of course, I know that something like SIA would never be adopted. The main problem is that it is based on intuitionistic logic rather than classical logic. As such, it requires new intuitions that may not be appropriate to develop while studying calculus (it would work if it were a middle school topic). This is unfortunate, because those intuitions would make calculus much simpler and remove a large number of edge cases (a great deal of quirks with calculus are actually quirks in classical logic in disguise)
However, it was not even cited! And it was not cited most likely because the author never heard about it (even though he hedged with "and other systems"), even though the author spent a great deal to explain how teaching calculus with infinitesimals (that's what differentials are) is much simpler and easier to understand than epsilon-gama limits.
A book on SIA, that not only develop multivariate calculus but also builds classical mechanics using the same infinitesimal arguments of Newton and Leibniz, but within a rigorous mathematical setting (well that's just a free sample containing the table of contents, but the book itself is available elsewhere)
https://api.pageplace.de/preview/DT0400.9780511368400_A23677...
Thanks for the shout-out! I teach calculus to homeschool co-op students regularly, and I got tired of the existing books on the market (I used to teach from Saxon Calculus) so I wrote my own, "Calculus from the Ground Up". This paper represents the principles I used for writing the book.
Interestingly, my reformulation of the Leibniz notation for the second derivative was actually the result of writing the book. I was wanting to write a piece on why the second derivative looks the way it does. I had about 10 different calculus books I was looking through trying to find a solid answer and there was none. So, I eventually decided to try and derive the formula myself. I was quite surprised when I was able to derive a formula, but it was different. I tried to figure out for a while how to get from my formula to the standard one, until I eventually realized that the standard formulation was itself problematic.
It's in the "Calculus from the Ground Up" book as "Appendix B", but I don't use it in the main text so as not to confuse students who take further calculus courses. I found a middle ground for the book which neither forces the new notation nor commits the mistakes of the previous one. The book is not heavy in higher-order derivatives anyway, so the usage is minimal.
On the second derivative side, a fuller treatment (including applying the approach to partial differentials) is given in the paper "Total and Partial Differentials as Algebraically Manipulable Entities".
28 comments
[ 0.23 ms ] story [ 43.5 ms ] threadWhat does it mean with his d() operator to "divide by dx"? All of a sudden it seems like he has changed dy/dx from unfortunate notation that sort of looks like a division into something that actually is dividing two meaningful things, dy and dx? And so what the hell are dy and dx?
The only major change that I'd like to make is the removal of sequences and all the associated theorems from the introductory calculus. Instead, start with limits of functions and the notion of continuity.
It immediately leads to the notion of the derivative. And after that, it's just a lot of building blocks.
Ah yes. Algebra. The subject all students love dearly. If only we could get students to love and appreciate calculus as much they love algebra!
I have a hard time even imagining an article that is more disconnected from the reality of teaching calculus to tiny humans.
We spend a lot of time and effort teaching kids how to do algebra, and how to manipulate equations algebraically. By the time they get anywhere near calculus, they know how to do this. Thus, rather than trying to build a whole mathematical world from scratch, the idea is to *build on what they are already practicing* rather than try to drop them in a wild, uninhabited country and say "good luck".
What's funny is the number of adult parents of students who tell me they took four semesters of calculus in college and *never understood what it was about*. This is the real crisis I'm trying to solve. We are teaching. People are learning just enough to pass tests, but aren't internalizing any of it.
I work with engineers on a daily basis. Many never fully grasped what calculus was trying to teach. But they are extremely fluent in algebra. The reason for this disconnect is that no one bothered connecting them strongly.
First, limits are harder than derivatives. Historically, humans figured out the derivative in the late 1600s, but the modern rigorous definition of the limit didn't exist until the 1800s. Slow-walking the definition of the derivative doesn't fix the problem of understanding limits.
The limit of a function f at a point x is defined as the value y, if it exists, such that for all d > 0 there exists an e > 0 such that for all x' in [x - e, x + e] we have |y - f(x')| < d. That's an earful. But for essentially all limits in introductory calculus we evaluate using two rules: the limit of a continuous function f at a point x is f(x), and the squeeze theorem. So my suggestion is to elevate these to the status of axioms. Introducing another number system does not help when students will not do anything nontrivial with it anyway.
The second problem is that "introductory" calculus includes too much material and is consequently pushed too late in the curriculum and seen as a weed-out course. Students spend too much time on "preparation" that doesn't prepare them for calculus. Studying logarithms and trigonometry is orthogonal, so basically all of "precalculus" is not actually pre-calculus. To me a four-year high school curriculum could be written up just fine with two years of algebra and geometry (not separated), one year of calculus and then statistics, which provides an ideal application for the theory of derivatives when you learn regression. But the author has included multivariable calculus and fiddly techniques for taking derivatives of ugly functions into "introductory" calculus. I think this is a step in the wrong direction. Laborious algebra calculations can be moved into an optional methods course for engineering students; we should be ensuring the core ideas are as accessible as possible so that doctors don't write papers about the trapezoid rule anymore:
https://diabetesjournals.org/care/article/17/2/152/17985/A-M...
I think we don't cover basics like the distributive rule in school very well, and that it should be a much more nuts n bolts visual / measuring / counting experience.
Ive attempted to outline how I think this stuff should be taught, by making a video tour of the concepts - from Counting, to Distributive rule / algebra, to Quadratics then the Derivative, here :
https://www.youtube.com/playlist?list=PLEInJ-Z4qBKYxbK1Mm13g...
All of these things are covered in some great books :
We have superb resources now like 3Blue1Brown, KhanAcademy and ArtOfProblemsolving.com / BeastAcademy .. so you _can_ get your kids a superb math education, even as many schools seemingly give up on teaching Algebra and Calculus.It's frustrating, since it feels like an intelligent enough approach should be able to skip the rote practice, but it turns out that conceptual mastery requires mastery of execution, which requires familiarity, which requires practice.
And I say this as someone with very strong intuition, who was always asking why I needed to practice if I already understood, who often grasped concepts immediately - turns out, I still needed practice to understand thoroughly.
Waiting a year to get from intuition to theorems is a perfect way to ruin math.
Math is not supposed to be easy/simple, but it supposed to be a great way to understand systems based thinking.
At the same time there could be more examples taught on why these building blocks were historically needed and what they are used for solving nowadays.
By being a little handwavy at the beginning, you can then tell Dorothy that she's had her ruby slippers with her all along, and by this time they recognize the power and importance of the concept.
In some ways, it is good to be able to explain, from the ground up, why each piece is in place. But, sometimes, understanding how to build a student requires knowing when we need to temporarily handwave something away so that it is actually meaningful when they get it. And then, doing that so they don't maintain a false conception is also important, which is why handwaviness is often helpful ("this is kind of like dividing by zero, but kind of not, and we will get to the distinctions later so just trust us for the moment").
Here is an article about the interesting house he designed:
https://torontolife.com/real-estate/look-inside-integral-hou...
1) Calculus: Basic Concepts for High Schools by Lev Tarasov. Soviet-era book written as a dialogue between the author and reader. Absolutely fantastic (also see his other books on Probability etc.) - https://mirtitles.org/2018/09/04/calculus-basic-concepts-for...
2) Calculus: An Intuitive and Physical Approach by Morris Kline. A classic; any book by Morris Kline is a must-have - https://store.doverpublications.com/products/9780486404530
3) Calculus: The Princess of Mathematics by H.C.Verma et al. A two-vol must-have affordable set. The author is a well-known Indian Physics professor and this is written specifically for students to "understand" calculus i.e. it is not a typical textbook. - https://garudalife.in/calculus-the-princess-of-mathematics-v...
4) How to Think about Analysis by Lara Alcock. Provides conceptual insight like the Tarasov book above. Checkout the author's other books too. - https://global.oup.com/academic/product/how-to-think-about-a...
I believe we need to study Calculus alongside Probability/Statistics nowadays due to their pervasive use in ML/AI/etc. To that end;
a) Methods of Mathematics Applied to Calculus, Probability, and Statistics by Richard Hamming. It is by Hamming so one of the best. - https://store.doverpublications.com/products/9780486439457?_...
b) Calculus and Statistics by Michael Gemignani. Similar to the above - https://store.doverpublications.com/products/9780486449937
https://www.amazon.com/Calculus-Ground-Jonathan-Laine-Bartle...
Online, interactive SICP in the browser, you don't need to install anything:
https://iain-s.github.io/isicp/
Of course, I know that something like SIA would never be adopted. The main problem is that it is based on intuitionistic logic rather than classical logic. As such, it requires new intuitions that may not be appropriate to develop while studying calculus (it would work if it were a middle school topic). This is unfortunate, because those intuitions would make calculus much simpler and remove a large number of edge cases (a great deal of quirks with calculus are actually quirks in classical logic in disguise)
However, it was not even cited! And it was not cited most likely because the author never heard about it (even though he hedged with "and other systems"), even though the author spent a great deal to explain how teaching calculus with infinitesimals (that's what differentials are) is much simpler and easier to understand than epsilon-gama limits.
Anyway let me drop some links
An one-page motivation (explains what it is all about) https://publish.uwo.ca/~jbell/invitation%20to%20SIA.pdf
A 14 page exposition https://arxiv.org/abs/0805.3307
Wikipedia article https://en.wikipedia.org/wiki/Smooth_infinitesimal_analysis
A book on SIA, that not only develop multivariate calculus but also builds classical mechanics using the same infinitesimal arguments of Newton and Leibniz, but within a rigorous mathematical setting (well that's just a free sample containing the table of contents, but the book itself is available elsewhere) https://api.pageplace.de/preview/DT0400.9780511368400_A23677...
https://projecteuclid.org/journals/bulletin-of-the-american-...
Interestingly, my reformulation of the Leibniz notation for the second derivative was actually the result of writing the book. I was wanting to write a piece on why the second derivative looks the way it does. I had about 10 different calculus books I was looking through trying to find a solid answer and there was none. So, I eventually decided to try and derive the formula myself. I was quite surprised when I was able to derive a formula, but it was different. I tried to figure out for a while how to get from my formula to the standard one, until I eventually realized that the standard formulation was itself problematic.
It's in the "Calculus from the Ground Up" book as "Appendix B", but I don't use it in the main text so as not to confuse students who take further calculus courses. I found a middle ground for the book which neither forces the new notation nor commits the mistakes of the previous one. The book is not heavy in higher-order derivatives anyway, so the usage is minimal.
https://arxiv.org/abs/2210.07958