I write this:
and you reply with this:
That is about as non-responsive as one can get. Doron, seriously, work on the reading comprehension.
jsfisher, seriously, work on getting out of your verbal_symbolic_only skills, by simply use your visual_spatial
AND verbal_symbolic skills.
Hmm, now how could we possibly evaluate the merits of Doron's claim? Oh, I know, we'd need to refer to the definition of limit....
Your
definition of limit is closed under your verbal_symbolic_only skills.
Again, learn the meaning of words. "I approach the door" does not mean "I can't reach the door." The sloppy mistakes you continue to make, Doron, are a symptom of true crank.
You are truly closed under your verbal_symbolic_only skills, which naturally prevents from you to distinguish between "I approach the door" and "I actually reach the door."
Again, the only way to establish that would be to use the definition of limit. You continue to leap over that part so you can maintain your dislike for and misunderstanding of such a basic concept.
Basic concepts of the considered subject can't be archived by using verbal_symbolic_only skills.
Excellent. According to Doron, if f(x) = 2, then f(x) ≠ 2.
You have exceeded yourself, Doron. Well done!
Not even closer.
"If L=2, then f(x) ≠ L as x approaches a".
This true expression is easily known if one's visual_spatial
AND verbal_symbolic skills are used, which is definitely not your case, jsfisher.
For example, here is actually the same subject, which your verbal_symbolic_only skills can't actually reach:
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Here is the abstract taken from Philip J. Davis and James A. Anderson book called “
Nonanalytic Aspects of Mathematics and Their Implication for Research and Education,” SIAM Review 21(1979), 112-117:
Abstract
In this paper we make a distinction between the practice of mathematics as it is usually presented--a logical chain of abstract, analytical reasoning from premises to conclusions--and how mathematics seems to be done in actuality--as a series of nonverbal, analog, often kinesthetic or visual insights. Mathematics in recent years has created a hierarchy with highly abstract, logical and symbolic material at the peak and with more geometrical, visual, and analog material held to be of lesser worth. We argue that humans are known to vary widely in their approaches to cognition and that the areas of the human brain specifically related to language and logical analysis seem to comprise only a part of the machinery of our intellect. We suggest that it would be wise for the practitioners of mathematics, and perhaps especially the students of mathematics to be aware of the very important nonverbal elements in mathematics. We feel that excessive emphasis on the abstract, analytic aspects of thought may have had deleterious effects on the profession and that a more appropriate balance, more in line with our cognitive endowment as humans, is desirable.
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The Real-line and non-local numbers
By using verbal_symbolic
AND visual_spatial skills we get a one comprehensive framework.
For example, by Traditional Mathematics (which is mostly based on verbal_symbolic skills) 0.111...
2 = 0.999...
10 =
1 where
1 is the considered mathematical object (the number itself) and 0.111...
2 or 0.999...
10 are some numerals (out of many representations) that represent number
1.
By using verbal_symbolic and visual_spatial skills as follows:
[qimg]http://farm7.static.flickr.com/6142/5962015728_d2fe37cc5f_z.jpg[/qimg]
one understands that no branch of that tree actually reaches any other branch of that tree "downward" , no matter how many levels
that tree has (in other words, there is no homeomorphism between 0 dimensional space (notated by "0";"1" symbols)
and 1 dimensional space (notated by "_____" spatial non-composed object)).
According to this comprehensive framework
0.111...2 is a number of its own < number
1 by
0.000...12 where the "
...1" part
of that number is the irreducibility of ___ 1 dimensional space into 0 dimensional space (known as a point).
By using verbal_symbolic and visual_spatial skills one enables to distinguish between non-local numbers like
0.111...2 or
0.000...12, and local numbers like
1.
Furthermore, no collection of, for example, 0 dimensional spaces along a 1 dimensional space has the power of the continuum of a 1 dimensional space.
By understanding the power of the continuum in terms of spatial skills, one understands that no collection of sub-objects of a given space (mathematical or physical) has the power of the continuum of that space, or in other words, any given collection of sub-objects is incomplete with respect to the "host" space.
The non-locality of
0.111...2 or
0.000...12 is "naturally vague" in terms of location, and one actually discovers/invents that the
Real-line has a non-empty set of non-strict numbers between 0 dimensional space and 1 dimensional space.
(By generalization, given a "host" space, no collection of "hosted" spaces has the power of the "host" space).
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