Functions and Calculus Warwick Insite（函数和微积分华威注射屋）.pdf

Functions and Calculus David Tall Mathematics Education Research Centre University of Warwick COVENTRY CV4 7AL, UK e-mail: D.O.Tall@csv.warwick.ac.uk 1. INTRODUCTION One purpose of the function is to represent how things change. With this meaning it is natural to move on to consider the calculus concepts of the rate of change (differentiation) and cumulative growth (integration) together with the remarkable fundamental theorem of calculus that tells us that differentiation and integration are essentially inverse processes. The calculus traditionally focuses on mastery of symbolic methods for differentiation and integration and applying these to solve a range of problems. It is both a climax of school mathematics and a gateway to further theoretical developments. This position between elementary and advanced mathematics allows it to be approached in different ways, with a consequent variety of curricula. In some countries calculus is studied in an intuitive form in school, with the limit concept introduced dynamically in terms of a variable quantity ‘getting close to’ a fixed limiting value. In others the focus is turned towards the formal theory of mathematical analysis starting from a formal ε–δ (or equivalent) definition of the limit. Other curricula occupy a midway position, building on both intuitive ideas but also highlighting formal definitions. Mamona-Downs (1990) compared the two extremes—the intuitive form in British schools and the logical form in Greek schools a