Well, you're talking about students but you never mentioned who is your audience. I'd say, there is some expectations from a mathematics student, more than just, say, physics student.
The standard calculus curriculum in the US starts with limits (epsilon-delta is usually discussed, though minimized; the calculus of limits is given more time), uses limits to define continuity, the derivative, and to work out properties of continuous and differentiable functions.
In the typical US curriculum, most of what is taught in such a calculus class is justified, if not completely rigorously proved. The exceptions are (1) epsilon-delta arguments are typically downplayed significantly (and left for real analysis), and (2) the extreme value theorem is typically left unjustified, as proof requires some slightly nuanced understanding of the real number system.
Students are not necessarily supposed to internalize the proofs, but they are supposed to be familiar with them.
There is more than just "plug-and-chug".
@user726941 There are a number of institutions which have a "business calculus" class which is supposed to cover limits, differentiation, integration, linear ODE, and multivariable calculus in one semester. These are typically very rote classes with a lot of drill-and-kill, and very little conceptual understanding. I think that they are largely a waste of time for students.
And in a more advanced setting, I don't really see what problem an HK integral solves. You can integrate more functions... so what? Where, in the "real world", are people actually using HK integrals, and not Lebesgue integrals?
@Jakobian Which is another reason why my question about whether or not you had ever taught the class was a good-faith effort to understand your background. If you had answered "yes", the next question would have been about the level of students you have worked with.
@XanderHenderson I mean could mention things that I know of that gauge integrals enable us to do, and what do they make simpler, but they won't be very convincing
I can imagine an analysis class with bright and dedicated students where one might discuss the HK integral (after digging into the Riemann integral in detail, since students in such a class are supposed to be familiar with the Riemann integral, and it is valuable to build on what they already know), as "bonus topic".
@Jakobian Well, as an example, people in physics get a lot of milage out of the Lebesgue integral. Lebesgue integrals are "nice" in the sense that the space of integrable functions is a handy-dandy vector space (among other things). The Lebesgue integral gives you a nice theory of $L^p$ spaces, and useful integral transforms (such as the Laplace and Fourier transform).
Thats the way it felt in my physics class. The lecturer didn't care much about the mathematical setting, as long as it deals with things, or gives a "convincing argument", we are fine. Fourier transform? Okay, as long as it gives us results.
In any event, I'll reiterate my main thesis: the HK integral is more complicated than the Riemann integral, and doesn't solve any problems of relevance to introductory calculus students. As such, there doesn't seem to be a strong reason to teach it at that level.
well, more like, replace it with Riemann one, than teach it I'm arguing that if theres a reason to teach Riemann integral, I don't see a reason to not teach HK integral
Suppose $f$ is a power series with radius of convergence $R$. Is it then correct that $g(x)=f(x+a)$ is another power series for some real or complex $a$? Does $R$ change? I know this holds for entire functions and that $R$ does not change, but if $R$ is finite, I assume $R$ changes under translation. I'm unsure.
sunny: you're basically asking what the definition of 'power series' is, but under any sensible definition the answer would be yes, with the same radius of convergence (the center of the interval of convergence will change but its width will not)
if R is something like "the sup of |x| over the set of x for which the series converges" then that will definitely change under translation, but i guess i would regard that as an unusual way of defining the 'radius of convergence'
Every power series is given locally as a power series. If you have power series of the form $\sum a_nx^n$ and don't shift it too much, so that $0$ is still in the domain of the translation, then the translated power series can also be represented as $\sum b_nx^n$ in some smaller disk
when we define "radius of convergence", we presume that we are already dealing with a power series, that is an expression of the form $\sum a_n(x-a)^n$
where the sequence $a_n$, as well as the center $a$ is fixed
there's a difference between "is power series" and "is represented as power series"
and a power series defines a function but its more than just a function
@robjohn @sunny Here's the confusion. You're talking about $f(x+a)$. But you did not specify at what point you expand the series (i.e., the "center"). Is it changing by translating the same way? Or is it staying the same?
They are thinking what robjohn and I thought, not what leslie and jakobian thought. But it's totally sloppy.
They are thinking of translating the center, keeping the function the same — or of translating the function, keeping the center the same.
Since they're not discussing power series centered at other points, I'm assuming they want you to think about the function $1/(x-1/2)$, expand it as a power series with center $x=0$, and ask what its radius of convergence is.
In mathematics, the regulated integral is a definition of integration for regulated functions, which are defined to be uniform limits of step functions. The use of the regulated integral instead of the Riemann integral has been advocated by Nicolas Bourbaki and Jean Dieudonné.
== Definition ==
=== Definition on step functions ===
Let [a, b] be a fixed closed, bounded interval in the real line R. A real-valued function φ : [a, b] → R is called a step function if there exists a finite partition
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