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Hmmmm
tan x x tan x
2
Prove lim
sec x
x 0
x
by making use of the trig identity
tan A tan B
tan A B
.
1 tan A tan B
Table of Contents
Nonroutine tasks
Some student-generated solutions (subset)
What is the net gain?
Guidelines for task-development
THE TASKS
Stewart (1995)
x sin t
lim
dt
x 3 x 3
t
3
1
2
L.
1
16
1
4
18 of the table.
1
4
L.
continued
Remove 1/16 of the table by taking sections of
length
1
64
1
4
1
8
L.
Nabb (2010)
Recall the AST: Let an 0. The alternating series
1
n 1
are met:
(a) lim an 0
n
(b) an 1 an for n N
continued
If we average two of the roots
(say 5 / 3 and 3) and draw the
tangent line to the curve at this
location, the line will pass through
the other zero of the function.
This phenomenon is not unique to this function but
readily observable with any cubic polynomial (as long
as the x-intercepts are distinct). Why does this occur?
f g
f g?
Stewart (1995)
Let f be differentiable at x 0
f x
and assume lim
4. Find
x 0
x
(a) f 0
and
(b) f 0 .
A bizarre equation
x
x
x
2.
A bizarre inequality
Stewart (1995)
The setting for this task is the
basic function f x x 3 . Let P
be a point on the graph of f
and sketch the tangent to the
curve at P (see graph).
A glance at the graph suggests that the slope at Q is
steeper than the slope at P. Your task: Prove that the
slope at point Q is four times the slope at point P.
Tan (2011)
Consider the following limit: lim
2x 1 2x 1
x 0
g x
by using the
g x
STUDENT-GENERATED
SOLUTIONS
Nabb (2010)
Recall the AST: Let an 0. The alternating series
1
n 1
are met:
(a) lim an 0
n
(b) an 1 an for n N
Solution 1
sin n 2
1
2
4n
n 1
Solution 2
1 1 1 1 1 1
2 3 4 9 8 27
n 1 / 2
, n 1,3,5, 7,
1/ 2
an
n/2
n 2, 4, 6,8,
1/ 3 ,
Solution 3
1
2
1 11 3
a3
4 24 8
a1
1 11 3
a5
8 2 8 16
1 1 1 3
a7
16 2 16 32
a9
1 1 1 3
32 2 32 64
1
4
1
a4
8
1
a6
16
1
a8
32
1
a10
64
a2
continued
1
n 1
n 1
1 1 3 1 3 1 3 1 3 1
an
2 4 8 8 16 16 32 32 64 64
1 1 1 1 1
4 4 8 16 32
geometric
1 1 n
2
4 n2
Stewart (1995)
x sin t
lim
dt
x 3 x 3
t
3
Solution 1
x
x sin t
lim
dt lim x lim
x 3 x 3
x 3
x 3
t
(sin t / t )dt
3
x 3
sin x / x
lim x lim
(L'Hopital's Rule)
x 3
x 3
1
sin 3
3
3
sin 3
Solution 2
x
x sin t
lim
dt lim x lim
x 3 x 3
x 3
x 3
t
(sin t / t )dt 0
3
x 3
lim x lim
x 3
x
f x f 3
lim x lim
, with f x (sin t / t ) dt
x 3
x 3
x 3
3
x 3
3 f 3
sin 3
x 3
Solution 3
x
2 n 1
sin t dt 1 1n t
dt
t
t n 0
2n 1 !
3
3
x
t
n
1
dt
2n 1!
n 0
2n
2 n 1
t
1
2n 1! 2n 1 3
n 0
n
continued
2 n 1
t
1
2n 1! 2n 1 3
n 0
n
2 n 1
2 n 1
x
3
n
1
1
2n 1! 2n 1 n0
2n 1! 2n 1
n 0
n
f x f 3
2 n 1
x
where f x 1
.
2n 1! 2n 1
n 0
n
continued
2 n 1
x
From f x 1
,
2n 1! 2n 1
n 0
n
sin x
one can find (or observe) f x
.
x
Then the solution is quite similar to
Solution 2.
Solution 1 (algebraic/symbolic)
Enter d x a x b x c into CAS.
ab
Equation of tangent line at x
:
2
1 2
1
1 2
1 2 1
1 2
y da x dabx db x da c dabc db c
4
2
4
4
2
4
d
2
Equivalent to equation (1): y a b x c
4
(1)
Solution 2 (geometric/application)
Apply Newton's method to f x d x a x b x c with
ab
initial guess x0
:
2
d xn a xn b xn c
xn 1 xn
d xn b xn c d xn a xn c d xn a xn b
Newton's method returns x1 c and the iterative scheme terminates.
continued
Generalize.....
p x x 1 x a x a x x a x a
3
Equation of TL at x 0 : y a 2 a 2 x 0
Solution 4
Setting: y ax bx cx d
3
f a x ax 3 5 x 2 4 x 3
a 0.1, 0.01, 0.001, ...
continued
Graphs of f1 , f 0.1 , and f 0.01 :
A tangent drawn from the infinite intercept is parallel to the x-axis and
passes through the graph at the extremum. This extremums x-coordinate
is always halfway between the graph of the quadratics intercepts. Nice
connection for students even if it doesnt solve the problem.
Solution 5
Idea: Three distinct zeros is the "important"
feature here . . . what happens when two
roots coincide?
Consider f x d x a x b x b
and let 0.
continued
Consider the polynomial p x x 2 x 3 x 3 .
Find the average of 3 and 3 ; this gives xavg
.
2
2
The equation of the TL at xavg is y x 2 . The graphs
4
of y p x and the TL for 2, 1, 0.5, and 0.25:
STUDENT
BENEFITS?
Net gain
Opportunity to connect different representations
[symbolic, numeric, graphical]
CAS is a natural part of mathematics inquiry
A taste of a mathematicians work (nature of
mathematics)
A more authentic experience
More than just solving textbook problems
Net gain
Overcoming that Im stumped feeling
Solutions carry with them a sense of
ownership: The Stevenian Series
Surprise! They are fun to grade!
Increased student motivation . . . They enjoy
cliffhanger problems
Students learn by experience: The pathway to
polished mathematical results is almost
always nonlinear.
Net gain
Nonroutine problems. . .
Invite creativity
Foster authentic mathematical thinking
Not Which formula am I going to use? but rather
How do I go about doing this?
GUIDELINES FOR
PROBLEM
DEVELOPMENT
Starting Points
A statement that is peculiar but accessible (cubic task)
Altering the contents of a theorem/assertion
Ex: Drop one condition and ask what if .? (alternating
series task)
A result with the potential to generalize or connect
mathematics from different chapters
Something that is slightly beyond their grasp but uses critical
features in the curriculum (disappearing table task)
A common misconception/fallacy (product rule task,
differentiation of x^x)
Pretty much anything that involves the absolute value
function
Breaking new ground (coordinate system task)
References
Barbeau, E., & Taylor, P.J. (Eds.).(2008). Challenging Mathematics In and
Beyond the Classroom: The 16th ICMI Study (New ICMI Study Series). New York: Springer.
Brannen, N.S., & Ford, B. (2004). Logarithmic differentiation: Two wrongs make a right.
The College Mathematics Journal, 35 (5), 388-390
Dunkels, A., & Persson, L.-E. (1980). Creative teaching by mistakes. The Two-Year College
Mathematics Journal, 11, 296-300.
Knop, L.E. (1985). Cantors disappearing table. College Mathematics Journal, 16 (5),
398-399.
Larson, R., & Edwards, B. (2011). Calculus: Early Transcendental Functions (4th Ed.).
Boston: Houghton Mifflin Company.
Nabb, K.A. (2010). A close encounter with infinity: Inventing new mathematics.
Mathematics Teacher, 104 (5), 373-378.
Nabb, K.A. (to appear). Students exploratory thinking on a nonroutine calculus task.
Mathematics Teacher.
Stewart, J. (1995). Calculus: Early Transcendentals (3rd Ed.). Pacific Grove:
Brooks/Cole.
Tan, S. (2011). Calculus: Early Transcendental Functions. Boston: Cengage.