2017
DOI: 10.5642/jhummath.201701.07
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From Pythagoreans and Weierstrassians to True Infinitesimal Calculus

Abstract: In teaching infinitesimal calculus we sought to present basic concepts like continuity and convergence by comparing and contrasting various definitions, rather than presenting "the definition" to the students as a monolithic absolute. We hope that our experiences could be useful to other instructors wishing to follow this method of instruction. A poll run at the conclusion of the course indicates that students tend to favor infinitesimal definitions over -δ ones.

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Cited by 12 publications
(15 citation statements)
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“…Accordingly, over the past few years we have trained over 400 freshmen using Keisler's infinitesimal calculus textbook [107], and summarized the results in the study Katz-Polev [99]. At the high school level infinitesimal calculus has been taught in Geneva for the past twelve years, based on the approach developed in [81].…”
Section: Resultsmentioning
confidence: 99%
See 1 more Smart Citation
“…Accordingly, over the past few years we have trained over 400 freshmen using Keisler's infinitesimal calculus textbook [107], and summarized the results in the study Katz-Polev [99]. At the high school level infinitesimal calculus has been taught in Geneva for the past twelve years, based on the approach developed in [81].…”
Section: Resultsmentioning
confidence: 99%
“…It is often thought worthwhile (for example, for pedagogical reasons; see [99]) to develop the subject purely from general principles that make the nonstandard arguments succeed. This approach is similar to, say, deriving results from the axioms for algebraically closed fields rather than arguing about these mathematical structures directly.…”
Section: 4mentioning
confidence: 99%
“…[W]hile the hyperreals are meaningful objects worthy of their own study, there are other contexts (particularly dealing with real analysis, and the physical theories using it) where they are mere tools for avoiding some complexity in dealing with quantifier structure. [33, p. 12] In mathematical pedagogy particularly at freshman level, one of the main advantages of the hyperreals is providing a simplification of such "quantifier structure" (see e.g., [54]). However, ET's reference to physical theories makes it clear that they are not limiting their sweeping "mere tool" claim echoing Connes (see [50]) to pedagogy.…”
Section: Quantifier Structure Et Writementioning
confidence: 99%
“…10 Hyperreals for Limit Analysis ǫ-δ proofs have long been the bane of calculus students. While they do present an interesting mathematical technique, the retention rate for understanding ǫ-δ proofs is so low as to hardly be worth doing (Katz and Polev, 2017). Instead, the method which helps students understand the process of limits the most is to use the hyperreal number line.…”
Section: Apply the Rulementioning
confidence: 99%