Calculus from a statistics perspective

DOI10.4169/COLLEGE.MATH.J.45.5.377MaRDI QIDQ3195435zbMATH OpenOpenAlexFDO

Authors Kimberly Leung, Chris Rasmussen, Samuel Shan-Pu Shen, Dov Zazkis

Publication date 19 October 2015

Published in The College Mathematics Journal (Search for Journal in Brave)

Full work available at URL https://arxiv.org/abs/1406.2731

Mathematics Subject Classification ID

One-variable calculus (26A06) Differential calculus (educational aspects) (97I40) Integral calculus (educational aspects) (97I50) Descriptive statistics (educational aspects) (97K40)

Abstract: This paper provides an approach to establishing the calculus method from the concept of mean, i.e., average. This approach is from a statistics perspective and can help calculus learners understand calculus ideas and analyze a function defined by data or sampling values from a given function, rather than an explicit mathematical formula. The basics of this approach are two averages: arithmetic mean and graphic mean. The arithmetic mean is used to define integral. Area is used to interpret the meaning of an integral. Antiderivative is introduced from integral, and derivative-antiderivative pair is introduced as a mathematical operation entity. The graphic mean is an average speed in an interval and is used to interpret the meaning of a derivative.

Recommendations

• An elementary, limit-free calculus for polynomials
• The statistics of a function
• Free calculus. A liberation from concepts and proofs
• A geometric approach to calculus
• scientific article; zbMATH DE number 1193940

Cited in

(1)

• On the characteristics and enlightenment of derivative concept interpretation in Harvard calculus textbooks

This page was built for publication: Calculus from a statistics perspective

Report a bug (only for logged in users!)Click here to report a bug for this page (MaRDI item Q3195435)