Appetizers and Lessons for Mathematics and Reason (www.whyslopes.com)
||Définition d'une variable || Algèbre || Arithmetique || Logique ||La raison basée sur les règles et modelés||

Online Volumes (Book Orders)
1,  Elements of Reason.
1A. Pattern Based Reason 
1B. Math Curriculum Notes
2. Three Skills for Algebra
3. Why Slopes & More Math

Mathematics Course Designers: LAMP offers food for thought.
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2. Solving Linear Equations
3. Fractions Ratios Rates Proportions & Units
4. Euclidean Geometry
5. Analytic Geometry/Functions 
6. Number Theory
7. More Calculus
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9. Qc Maths  Education  
10. Secondary IV(?) maths
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tutor via them at your own risk. Good luck.

YOU are better than YOU think. Show yourself  how:  

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Read  logic chapters 1 to 5  in online volume Three Skills for Algebra  for greater skills & confidence in  work 
and study.

Learn to read notes and textbooks like a lawyer, so that no nuance, no subtlety and no clause escapes your attention

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 Logic chapters 1 to 5  re- appear not in sequence, as is or longer,  in  Volume 1A,  Pattern Based Reason, Bon Appetite.

Logic Mastery
 Amazing, Amusing, Amorous,  Delicious, Delightful, Edifying, Strengthening Elixir. 
It eases work & learning difficulties Makes the hard easier. Opens eyes. Leads to greater precision.
in reading and
writing

Logic mastery makes the hard, easier. Logic mastery  leads to better, stronger and richer comprehension.  Logic mastery  improves reading and writing.  Logic mastery ease learning difficulties.  Logic mastery gives a headstart.  In sum, logic mastery  will develops critical thinking, improve reading and writing, and give a firmer base for work and studies at many levels. Good luck.


After logic  (a) continue reading Three Skills for Algebra, chapters 8 to 14  and do so alongside site area on solving liinear Equations ; or (b) see this calculus starter lesson and Volume 3, Why Slopes  & More Math, chapters 2 to 6;

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Caution: Site advice is approximately correct, for some circumstances, not all. That leaves room for thought

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What may be learnt and when depends on how skills and concepts are developed. Making the hard easier and clearer will allow earlier & richer development of skills and concepts.


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For online automated help in senior high school maths & calculus, visit  quickmath.com  For Automatic Calculus and Algebra Help with derivatives, integrals, graphs, linear equations, matrix algebra, visit calc101.com  With  overlap, each site quickmath & calc101offers a different range of services, some free, some not, all based on webmathematica. Good luck.

Equicontinuity

A function f(x) is said to be equicontinuous on an interval [a,b] if and only if for each e > 0, there exist at least one d > 0 such that
|f(x2)-f(x1)| < e
whenever x1 and x2 are both in the interval [a,b] and |x1-x2| < d.

Thereom F.5 [Equicontinuity Theorem] Suppose b > a. Suppose f(x) is continuous at each point in the interval [a,b]. Then for every e > 0 there exists a d > 0 such that for every pair of points x1 and x2 in the interval [a,b],
|x2-x1| < d    implies    |f(x2)-f(x1)| < e
The proof given below holds in the case of a function of one variable. It can be generalized to provide the demonstration of a theorem on the equicontinuity of functions of several variables.

Proof of Equicontinuity Theorem.

Let e > 0 be given. For each x in the interval [a,b], continuity of f at x implies there exist a d > 0 with d £ 1 such |x-x1| £ d implies |f(x)-f(x1)| £ [1/4]e. Therefore if x1 and x2 are in the interval [x-d,x+d]Ç[a,b] then |f(x1)-f(x2)| £ [1/2]e because
|f(x1)-f(x2)|
=
|f(x1)-f(x)+[f(x)-f(x2)]|
£
|f(x1)-f(x)|+|f(x)-f(x2)|
£
¼ e+ ¼ e = ½ e.

 

 

Therefore the set U(x) =

{d Î [0,1] |  x1  & x2 Î [x-d,x+d]Ç[a,b] Þ |f(x1)-f(x2)£½e}

contains at least one positive number d £ 1. Thus it is a non-empty subset of the interval [0,1]. Recall the arrow Þ means implies. Therefore we can let g(x) = supU(x). Then g(x) is the largest d > 0 such that |f(x1)-f(x2)| £ [1/2]e whenever x1 and x2 are in the interval [a,b] within a distance d of the point x. Since U(x) contains at least one positive number, we conclude the function value g(x) = d > 0.

Let x0 be in the interval [a,b]. We wish to show that g(x) is continuous at x0. Put d0 = g(x0) > 0. Suppose the element c of [a,b] satisfies |c-x0| £ [1/2]d0. Then c belongs to the interval [x0-d0,x0+d0]Ç[a,b]. Further the smallest distance of c to the endpoints of this interval is £ d0-|x0-c| = d. From the definition of U(x), we can conclude that d > 0 belongs to U(c). Therefore g(c) ³ d = d0-|x0-c| = g(x0)-|x0-c|.

Now |x-c| £ [1/2] g(x0) also implies the largest distance of c to the endpoints of the interval [x0-d0,x0+d0]Ç[a,b] is d0+|x-c|. Now suppose for the sake of contradiction that g(c) > d0+|x-c|. Then d = g(c)-|x0-c| > d0 belongs to U(x0) and hence g(x0) ³ d > d0 = g(x0). But the latter is impossible. Therefore g(c) £ d0+|x-c| = g(x)+|x-c| when |x-c| £ [1/2] g(x0) and c is in the interval [a,b].

The above inequalities imply that
g(x0)-|x0-c| £ g(c) £ g(x0)+|x0-c|
when |x-c| £ [1/2] g(x0). The inequality is equivalent to |g(x0)-g(c)| £ |x0-c|. This latter implies that g(x) is continuous at x0. And thus g(x) is continuous at each point x = x0 in the interval [a,b]. By definition, g(x) > 0.

From the finite covering theorem, there exists a whole number n > 0 and a set of numbers x1,x2,¼,xn in [a,b] with the property that if x is a number in the interval [a,b] then there exists an whole number j with 1 £ j £ n and |x-xj| < g(xj).

Put (eta) h = [1/2]min1 £ j £ ng(xj). Now suppose x and y are both in the interval [a,b] with |x-y| < h. Then there exists a xj with |xj-x| £ g(xj). This implies |f(xj)-f(x)| < [1/2]e. It further implies by the triangle inequality that |y-xj| = |(y-x)+(x-xj)| £ |y-x|+|x-xj| < h+g(xj) £ 2g(xj) and hence |f(y)-f(xj)| £ [1/2]e. Finally, we obtain that 
|f(x)-f(y)|
=
|f(x)-f(xj)+(f(xj)-f(y))|
£
|f(x)-f(xj)|+|f(xj)-f(y)|
£
1
2
e+ 1
2
e = e.
 


 

 

Thus |x-y| < h = d implies |f(x)-f(y)| £ e.

The previous proof has a consequence not stated. In the proof, let e = 1. Then there exists x1,¼,xn in [a,b] such that if x is in [a,b] then for some j, |x-xj| £ d and |f(x)-f(xj)| £ e = 1. The last inequality is equivalent to

-1 £ f(x)-f(xj) £ 1
The latter implies
-1+f(xj) £ f(x) £ 1+f(xj)
Put K = -1+min1 £ q £ n f(xq) and M = +1+max1 £ q £ nf(xq). Then K £ f(x) £ M if x is in the interval [a,b]. This holds since there exist a whole number j ³ 1 such that
K £ -1+f(xj) £ f(x) £ 1+f(xj) £ M
Thus the range W of the function f(x) is contained in the finite interval [K,M]. This implies the first conclusion in the following assertion.

 

 

www.whyslopes.com
Real Analysis - Decimal View


Here are the Appendices from  Volume 3, Why Slopes and More Math,  Chapters 14 to 19 in Vol 3 are related. Here is a  reference for college or university mathematics, electrical engineering and physics.

A. What's Next
B. Pigeon Hole Principle
B. Bolzano-Weierstrass
C1. Triangle Inequality
C2. Triangle Inequality
C. More T.Inequality
D. Sets & Sequences
D. Monotone Sequences
E. Limits,  Properties
E Limits & Error Control
F. Continuous Functions
F. Closed Range Thm
F. Intermediate Val. Thm
F. Compactness Thm
F. Equicontinuity Thm
F Extreme Value Thm
G. Rolle's Theorem etc
G. Mean Val. Thm.
G. Constant Difference Thm
G. Lipschitz Continuity I
PS: One Sided Range Theorems
G. Velocity Revisited
G. Sufficient Conditions
H. Riemann Sums Conv
H. Lipschitz Continuity II

The site area More Calculus contains a one-sided theorem with proof that should be of interest too.

Vol 1A Logic Postscripts
online only:-

Proof by Absurdity alias proof by contradiction

How the demand for consistency supports the law of the excluded middle

Reality versus or with the aid of Imagination

Science, Engineering & Math Students: Have you seen a simpler  geometric introduction to complex numbers? ( java applet included) . Can you explain what is a variable without using a symbol? Can you derive trig expression for dot & cross cosine law from complex number properties? For truth tables and indirect methods of reason, see  chapters 19-24 & postscripts in  Pattern Based Reason  and visit Volume 1A, Pattern Based Reason, striving for objectivity, the empirical challenge & limits.  

Vol 1A Postscripts
online only

Proof by Absurdity alias proof by contradiction

How the demand for consistency supports the law of the excluded middle

Help Me Learn/Teach;

  1. Algebra
    words before symbols - direct & indirect use of formula, numerical versus algebraic solutions - what is a variable (more words)
  2. Arithmetic
    - exercises
    - with fractions
    - videos on primes, lcm, gcm,lcd, square roots etc
  3. Calculus - geometric preview, algebraic preview,
    3 study guides,
    much more
  4. Complex numbers
    -starter lesson with java applet - easy consequences for trig & vectors in the plane
  5. Education
    - Empirical Course Design & Delivery
  6. Fractions
    - alone
    - by rote
    - with algebra
    - videos
  1. Functions - introduction
    hindsight - composition aka
    substitution
    -
  2. Geometry, Euclidean - Correspondence of trianglesTriangle construction,  duplication & Isometry - Failure of ASA & the // line postulate - angle sum in triangles -// grams - Triangle Similarity
  3. Geometry- Analytic - functions, polynomials, complex numbers, unit circle trigonometry
  4. Logic
    - First Steps -
    Symbols in Logic -
     Occurrence & Truth Tables - Indirect Reason -Indirect Reason More
  5. Proportionality
    - Definition - Direct & Indirect Use - Numerical versus Algebraic Solutions
  6. Real Analysis
    - Decimal View of concepts and of proofs


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