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Arsenic&Lace said:Experts in differential and integral calculus can be found in math departments, engineering departments, physics departments and elsewhere. Once you've taken the first 3 semesters of calculus (and gotten A's, well maybe a B... at least if you've solved lots of elementary calc problems correctly!), you're an expert in elementary calculus. A math professor with a specialty in analysis who's taken two semesters of advanced calculus, four semesters of undergraduate and graduate real analysis, and publishes papers in I don't know PDE's or something, doesn't really know anything more than you do about calculus, because the knowledge s/he possesses cannot be meaningfully be described as "more calculus" since calculus is a tool for solving engineering/physics/other types of problems and the vast majority of what s/he uses cannot be used for this purpose and never will be.
Earlier in the thread somebody stated, essentially, that my usage of elementary calculus is contingent upon all of those very precise and rigorous proofs of theorems using epsilon's and deltas, Cauchy sequences and what not. It isn't. The rules of calculus, from the product rule to L'Hospital's rule, were figured out and used as much as a thousand years (MVT/Rolle's theorem) before these proofs were written. It is completely unclear what purpose this rigor actually serves.
Of course this thread is actually about how authors can explain things poorly or well. I've read very lucid explanations of mathematics by mathematicians and physicists, and very poor explanations of mathematics by mathematicians and physicists. I am attempting to define what butchering actually means. The best explanations of mathematics, pedagogically speaking, are among the least rigorous. If every engineering calculus student began in a bog of Dedekind cuts, set theory, and basic topology, it would do nothing for them as far as actually performing calculus except to confuse them; likewise, they thankfully spend hardly any time at all with epsilons and deltas.
This is (at best possibly- ) true for calc at a basic level, i.e., for calc I,II, maybe for calc III , and this knowledge can take you pretty far -- that is evidence of the power of Calculus. But if you want/need to go further into advanced Calculus, a deeper knowledge of analysis is almost necessary. At the end of the day ,yours are little more than strong opinions, with little, if any rigor behind them, and , if you don't think Mathematics beyond the level of Calc. is necessary , just don't do it, and you're free to hold it and express your views. But don't claim yours is anything other than a strong opinion until you provide something that looks like actual evidence to support it. And I don't know of anyone who has advocated teaching Dedekind cuts to Engineering Calc. students; do you?
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