The Mean Value Theorem II

The Rule of Four suggests that mathematics be studied from the analytical, graphical, numerical, and verbal points of view. Proof can only be done analytically – using symbols and equations. Graphs, numbers, and words aid in that, but do not by themselves prove anything.

On the other hand, numbers and especially graphs can make many of the theorems much more understandable and often can convince one of the truth of a theorem far better than the actual proof.

The Mean Value Theorem, MVT, is a good example; it can be demonstrated with a lot less trouble. See the figure above. Picture the blue line connecting the endpoints of the interval (the secant line) moving up, parallel to its original position. See the figure above. As this line moves up it intersects the graph twice, until eventually, just before it does not intersect at all, it comes to a place where it intersects exactly one. At this point it is tangent to the original graph. Since it is tangent, the slope of the line is the same as the derivative, {f}'\left( c \right), at that point.

So, the derivative is equal to the slope of the line between the endpoints. The MVT says that if its hypotheses are true, then there must be a place where the slope of the tangent line is parallel to the slope of the secant line.
But wait, there is more: at that point the instantaneous rate of change of the function is equal to the average rate of change over the interval.

This shows a real strength of looking at the graph.

But it is only one of many possible graphs. The graph could look like this figure:

Here there are several places (5 to be exact) where the tangent line is parallel to the secant line; there could be several on one side, or several on both sides. But this is not a problem; this does not contradict the MVT, which says there is at least one.

Yet another way to show the MVT is this. Near the left end of the first graph above the slope of the tangent to the graph (the derivative) is larger than the slope of the secant line; near the right end the slope of the tangent is less than the slope of the secant. So somewhere in between, by the Intermediate Value Theorem, the slope of the tangent must equal the slope of the secant. (For the purists out there, this is from Darboux’s theorem, and requires a slightly stronger hypothesis, namely that the one-sided derivatives at a and b exist.)

Rolle’s theorem can be demonstrated with either of these approaches as well. Rolle’s Theorem is really a special case of the MVT where the slope of the secant line is zero.

In conclusion, I think that this sequence of theorems is a good place to do a little proving of theorems. On the other hand you can easily show the results other ways. In fact, the method at the beginning of this post should be shown anyway in order to give students a good picture (no pun intended) of the MVT. It will help them remember what it is all about.

Webinar

I am presenting a Webinar on Monday October 1, 2012 at 6:00 pm Eastern Time. The topic is “Teaching Limits so that Students can Understand Limits.” I will discuss and show examples of the 4 places limits are used in high school mathematics and beginning calculus. The talk will include a discussion of the delta-epsilon definition of limit and how the definition can be adapted to handle the various other limits a student will encounter.

The webinar is over. For the slides and recording click here.

Show me the Math!

Is God a Mathematician? by Mario Livio begins

When you work in cosmology … one of the facts of life becomes the weekly letter, e-mail, or fax from someone who wants to describe to you his own theory of the universe (yes, they are invariably men). The biggest mistake you can make is to politely answer that you would like to learn more. This immediately results in an endless barrage of messages. So how can you prevent the assault? The particular tactic I found to be quite useful (short of the impolite act of not answering at all) is to point out the true fact that as long as his theory is not precisely formulated in the language of mathematics, it is impossible to assess its relevance. This response stops most amateur cosmologists in their tracks. … Mathematics is the solid scaffolding that holds together any theory of the universe.

Is God a Mathematician? discusses the question of whether mathematics was invented or discovered. Dr. Livio’s other popular books include The Accelerating Universe (cosmology), The Golden Ratio: The Story of Phi, the World’s most Astounding Number, and The Equation that Couldn’t be Solved: How Mathematical Genius Discovered the Language of Symmetry. All are excellent reads for teachers and students. 

The Unknown Thing

Here’s why x is so ubiquitous in mathematics.

Now one more unknown thing is known!

This TED Talk can be found here.


 

 

 


 

About this blog …

Welcome!

This blog is for high school calculus teachers and students, and others interested in teaching and learning calculus. It will consist of comments, suggestions, hints and observations on the topics in the course. I will try to follow the usual order of topics found in most textbook and post on topics a week or two before they come up so you will have time to think them over and incorporate them into your course if you find them helpful.

PLEASE use the comment links at the end of each post if you have any helpful suggestions or comments on the post. Let me know if you spot a mistake or typo so I can fix it. If you have something longer, please send it to me by e-mail by clicking here: Lin McMullin and I’ll consider posting it separately with your name.

Please share the link with anyone you think might be interested.

Thanks and I hope you find this interesting and helpful.

Lin