Questions tagged [mathematical-analysis]

For questions applying to analysis courses: Real and complex analysis. Typically a higher and more proof-based level than calculus.

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4
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2answers
238 views

Real analysis: why usually first limits of sequences and then limits of functions?

I notice that all of the analysis books that I've studied start from dealing with limits of sequences and only then move on to limits of functions. Does this kind of approach have any particular ...
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4answers
2k views

Prerequisites of mathematical analysis [closed]

What topics should I read before studying mathematical analysis? I want to have a solid foundation in terminology, notation and concepts in general. Please suggest titles for books.
6
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4answers
632 views

Complex analysis (Applied versus pure)

I am studying Electrical Engineering and I want to specialize in signal processing. However, I have to study complex analysis first (I am an undergraduate, so I lack some terminology). In your opinion:...
11
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2answers
2k views

Advanced Calculus vs. Analysis for a first proof-based course

Question: Why was advanced calculus removed as the first proof-based course in favor of real analysis in most curriculums? I regularly see in advanced calculus books either that: its purpose is, ...
14
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2answers
940 views

Introducing the Lebesgue integral before Riemann's

Has anyone attempted to introduce, or has data on such endeavor, Lebesgue integration before Riemann? I've seen many discussions about how the Riemann integral is obsolete and that it is presented ...
2
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0answers
124 views

Searching for an analysis textbook [closed]

Particularly, I'm looking for an undergraduate text with an excellent explanation of $\delta$-$\varepsilon$ proofs, and many example questions related thereto.
20
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4answers
886 views

Evaluating the reception of (epsilon, delta) definitions

Both education researchers and mathematicians discuss the challenge of (epsilon, delta) type definitions in real analysis and the student reception of them. My impression has been that mathematicians ...
16
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4answers
814 views

What is the motivation for characterizing second order linear PDEs as hyperbolic, elliptic, or parabolic?

I'm teaching an Intro to PDEs course (I'm an analyst, but PDEs are a bit outside my bailiwick) and I'm covering the basic examples: Heat, Wave, and Laplace. How should I move from these examples to ...
8
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3answers
384 views

What courses require multivariable analysis?

For which undergraduate and graduate mathematics courses is multivariable analysis* an essential prerequisite? $\text{*}$ That is, a rigorous follow up to a first real analysis course at the level of ...
20
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8answers
1k views

Counterintuitive consequences of standard definitions

Let me motivate my question with the following situation. While teaching the concept of continuity, I usually start with motivating the concept. Then, when we see that there is an important and ...
28
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4answers
2k views

The best way to introduce trigonometric functions in a rigorous analysis course

This is something I have always had issues with. Generally, three approaches are used: The geometric path: this follows the standard way how you would introduce these functions in school. The problem ...
22
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4answers
2k views

Lesson plan to self-teach real analysis to student with comp-sci background

For my background, I'm a software engineer currently studying for his master's degree in information security. But when that's all done, I plan on going back to mathematics to keep me busy. But with ...
11
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3answers
207 views

Introducing (Borel) measures via Riesz representation theorem

I think, the most standard way is to introduce measures in real analysis is to define them via the usual properties like $\sigma$-additivity, etc. However, if the students are familiar with ...
13
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3answers
427 views

Teaching Infinitesmals and Non-Standard Analysis

This question is asked from a self-teacher standpoint(I am currently trying to learn more about non-standard analysis on my own), but I'd think it could be applicable to educators also. What are good ...
12
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2answers
381 views

How to test knowledge on the real numbers in a written exam?

In German universities, the first-year students typically start their analysis courses with introducing the real numbers. Most commonly, the incompleteness of $\mathbb{Q}$ is discussed using the ...
34
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10answers
2k views

Reasons for (not) distinguishing $f$ from $f(x)$

Formally, if $f$ is a function, $f(x)$ is a value. So for instance, $f$ can be continuous, but not $f(x)$. In teaching at school and university, notation is quite often mixed up, e.g. the function is ...
14
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3answers
247 views

Resources for teaching Riemann integration in higher dimensions and on submanifolds, with view toward Stokes' theorem?

Question I am looking for suggestions of good resources (textbooks or lecture notes preferably) for teaching Riemann integration in $\mathbb{R}^d$ with $d\geq 2$ and also for Riemann integration ...
25
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6answers
1k views

Good definition for introducing real numbers?

In the first lectures about calculus/analysis, you should introduce real numbers. Let's assume students know that rational numbers are. What are the advantages or disadvantages in the different "...
13
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5answers
6k views

Best textbooks to introduce measure theory and Lebesgue integration?

What are the best textbooks to introduce measure theory and Lebesgue integration to undergraduate math majors? Many students in such a class will go on to graduate school and be required to take a ...
25
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8answers
2k views

Good motivation for the introduction of Lebesgue integral?

When students take a course on real analysis, they have likely learned about Riemann integrals. What is a good motivation why they have to learn a new way to integrate? A student don't want to hear ...
18
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2answers
512 views

Comparison of different concepts of integral

As the following math stack exchange question (and answers) show: https://math.stackexchange.com/questions/703212/is-dxdy-really-a-multiplication-of-dx-and-dy There are a lot of different ways to ...
7
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4answers
262 views

Multidimensional differentials for students with poor spatial imaging

When teaching multidimensional differentials (I'm assuming the students grasped the one-dimensional case), there are many useful parallels relating to spatial imagination. For example, when ...
23
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4answers
1k views

What are some good examples to motivate the implicit function theorem?

I always had problems when teaching the implicite function theorem in advanced analysis courses. This result is motivated by later applications, but it would be great to be able to provide easily ...
22
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4answers
2k views

How should one tutor a student in undergraduate real analysis?

I am an undergraduate. Other undergraduates sometimes ask me to tutor them in an introductory real analysis course that covers the equivalent of the first half-dozen chapters of Rudin's Principles of ...

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