Tagged Questions

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Why study metric spaces?

Most universities have a 3rd year undergraduate analysis course in which metric spaces are studied in depth (compactness, completeness, connectedness, etc...). However, in practice it seems that most ...
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What are the benefits or losses of learning real analysis through a constructivist approach instead of a standard apporach?

Recently I've found some courses on real analysis that use the constructivist approach and I got curious on some aspects: What are the benefits of learning through this approach? Is it ok to learn ...
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A question on mathematical writing.

One of the problems I am grading this week is as follows: Given a simply connected bounded domain $\Omega$ on $\mathbb{R}^{2}$, prove that there exist a line that separates it into two parts of equal ...
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How does one visualize a function with a discontinuous second derivative?

Let us assume that all functions are continuous. I was teaching my calculus students the other day. We were talking about what points of non-differentiability look like. Two ways a function can fail ...
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Getting Students to Not Fear Confusion

I'm a fifth year grad student, and I've taught several classes for freshmen and sophomores. This summer, as an "advanced" (whatever that means) grad student I got to teach an upper level class: Intro ...
A big part of introductory real analysis courses is getting intuition for the $\epsilon-\delta$ proofs. For example, these types of proofs come up a lot when studying differentiation, continuity, and ...
Is there any standard name for this concept that is weaker than local one-to-one-ness? In some open neighborhood of $x_0$ there is no point $x\ne x_0$ such that $f(x)=f(x_0)$. Or, if you like: In ...