Thanks for the replies. For those who like the betterexplained explanation:
1) Did you understand the bit with the limits, or did you find the thing made enough sense without that? I would have thought that would be harder than introductory calculus, but if not, I may start using it.
2) Do you think it made it easier to get to the point parallel described? I ask because regardless of other interpretations, my students need to understand what e means in calculus.
1) I'm probably missing some truths by not knowing how limits work, but his use of limits didn't impede my understanding of the larger point. He quickly moves each time from an equation with limits to a more basic algebra expression.
2) I understand what parallel is saying after looking up "gradient"..
Comments
Thanks for the replies. For those who like the betterexplained explanation:
1) Did you understand the bit with the limits, or did you find the thing made enough sense without that? I would have thought that would be harder than introductory calculus, but if not, I may start using it.
2) Do you think it made it easier to get to the point parallel described? I ask because regardless of other interpretations, my students need to understand what e means in calculus.
Thanks again!
1) I'm probably missing some truths by not knowing how limits work, but his use of limits didn't impede my understanding of the larger point. He quickly moves each time from an equation with limits to a more basic algebra expression.
2) I understand what parallel is saying after looking up "gradient"..