Timeline for Evaluating the reception of (epsilon, delta) definitions
Current License: CC BY-SA 4.0
9 events
| when toggle format | what | by | license | comment | |
|---|---|---|---|---|---|
| Aug 21, 2019 at 22:56 | history | edited | benblumsmith | CC BY-SA 4.0 |
added 992 characters in body; added 6 characters in body
|
| Aug 12, 2019 at 12:08 | history | edited | benblumsmith | CC BY-SA 4.0 |
Added an addendum with a quote from David Mumford along the lines of the quote from David Tall already given.
|
| Aug 12, 2019 at 12:03 | history | edited | benblumsmith | CC BY-SA 4.0 |
Added an addendum with a quote from David Mumford along the lines of the quote from David Tall already given.
|
| Jul 28, 2019 at 19:06 | comment | added | benblumsmith | @DaveLRenfro - Wow, those are great links! Thank you! (Also, those are great-looking textbooks! I taught a real analysis course a year ago for which I wish I had known about Abbott at the time! I used Rudin, which was too aseptic and unmotivated and too hard; I considered Bressoud, which was too idiosyncratic for my purposes; and I supplemented with Velleman's Calculus: A Rigorous First Course, which was perfect for $\delta$-$\epsilon$ but doesn't cover most of what I needed.) | |
| Jul 27, 2019 at 7:41 | comment | added | Dave L Renfro | I'd forgotten about it until just now, but my first answer in this group (7 April 2014) has some references for anyone interested in this general topic. | |
| Jul 26, 2019 at 21:52 | comment | added | benblumsmith | @DaveLRenfro - (Agree, and) I didn't have time to dig up mathematicians talking about how hard $\epsilon$-$\delta$ is for students (I happened to have the Tall quote on hand for a different reason), but I suspect that there's tons of that to be found. That said, given the concerns of mathematicians vs. of math education researchers, it seems intuitive to me that the former would be more focused on what $\epsilon$-$\delta$ does for all of us, and the latter on what's involved in learning it. | |
| Jul 26, 2019 at 21:48 | history | edited | benblumsmith | CC BY-SA 4.0 |
changed "contradictory" to "opposing" to clarify that I think Kleinfeld's view on the place of $\epsilon-\delta$ in the curriculum is in conflict with Tall's, not her own.
|
| Jul 26, 2019 at 17:49 | comment | added | Dave L Renfro | +1 for your first paragraph. While I still think there is something left that could be discussed, such as the tendency of one group to focus on the resulting clarity that is obtained and the tendency of the other group to focus on attaining that clarity, your point is important in that we need to make sure we don't stray into distinctions between apples and oranges when we want to compare apples to apples or oranges to oranges. | |
| Jul 26, 2019 at 15:58 | history | answered | benblumsmith | CC BY-SA 4.0 |