Search engine for discovering works of Art, research articles, and books related to Art and Culture
ShareThis
Javascript must be enabled to continue!

Differential Calculus : A Gross Error in Mathematics

View through CrossRef
A detailed proof of the incorrectness of the foundations of the differential calculus is proposed. The correct methodological basis for the proof is the unity of formal logic and rational dialectics. The proof leads to the following irrefutable statement: differential calculus represents a gross error in mathematics and physics. The proof of this statement is based on the following irrefutable results: (1) the standard theory of infinitesimals and the theory of limits underlying the differential calculus are gross errors. The main error is that infinitesimal (infinitely decreasing) quantities do not take on numerical values in the process of tending to zero. The number "zero" is not a permissible value of infinitesimal quantity. The concepts of "infinitesimal quantity", "movement", "process of tendency", and "limit of tendency" are meaningless concepts in mathematics: they are not mathematical concepts because the mathematical formalism does not contain movement (process); (2) the concepts of "increment of argument" and "increment of function" are the starting point of the differential calculus. The gross error is that the increment of argument is not defined. An indefinite (undefined, uncertain, ambiguous, undetermined) increment of an argument is a meaningless quantity (concept); (3) the definition of the derivative of a function is a gross error. The derivative is the limit of the ratio of the function increment to the argument increment under the following conditions: (a) the argument increment is not equal to zero; (b) the increment of the argument tends to zero and reaches the value "zero". In this case, the following logical contradiction arises: the increment of the argument is both not equal to zero and equal to zero; (4) the differentials of the argument and the function -as infinitesimal quantities -do not take on numerical values. This means that the differentials of quantities have neither quantitative nor qualitative determinacy. In this case, the differentials of quantities are meaningless symbols. The geometric and physical interpretations of the derivative are a gross error; (5) the definition of the total differential of a function of two (many) variables is a gross error because the definition contains a formal-logical contradiction, i.e. the definition as the sum of partial differentials does not satisfy the formal-logical law of the lack (absence) of contradiction; (6) the theory of proportions completely refutes the theory of differential calculus. Thus, differential calculus does not satisfy the criterion of truth and is not correct scientific (mathematical) theory.
Title: Differential Calculus : A Gross Error in Mathematics
Description:
A detailed proof of the incorrectness of the foundations of the differential calculus is proposed.
The correct methodological basis for the proof is the unity of formal logic and rational dialectics.
The proof leads to the following irrefutable statement: differential calculus represents a gross error in mathematics and physics.
The proof of this statement is based on the following irrefutable results: (1) the standard theory of infinitesimals and the theory of limits underlying the differential calculus are gross errors.
The main error is that infinitesimal (infinitely decreasing) quantities do not take on numerical values in the process of tending to zero.
The number "zero" is not a permissible value of infinitesimal quantity.
The concepts of "infinitesimal quantity", "movement", "process of tendency", and "limit of tendency" are meaningless concepts in mathematics: they are not mathematical concepts because the mathematical formalism does not contain movement (process); (2) the concepts of "increment of argument" and "increment of function" are the starting point of the differential calculus.
The gross error is that the increment of argument is not defined.
An indefinite (undefined, uncertain, ambiguous, undetermined) increment of an argument is a meaningless quantity (concept); (3) the definition of the derivative of a function is a gross error.
The derivative is the limit of the ratio of the function increment to the argument increment under the following conditions: (a) the argument increment is not equal to zero; (b) the increment of the argument tends to zero and reaches the value "zero".
In this case, the following logical contradiction arises: the increment of the argument is both not equal to zero and equal to zero; (4) the differentials of the argument and the function -as infinitesimal quantities -do not take on numerical values.
This means that the differentials of quantities have neither quantitative nor qualitative determinacy.
In this case, the differentials of quantities are meaningless symbols.
The geometric and physical interpretations of the derivative are a gross error; (5) the definition of the total differential of a function of two (many) variables is a gross error because the definition contains a formal-logical contradiction, i.
e.
the definition as the sum of partial differentials does not satisfy the formal-logical law of the lack (absence) of contradiction; (6) the theory of proportions completely refutes the theory of differential calculus.
Thus, differential calculus does not satisfy the criterion of truth and is not correct scientific (mathematical) theory.

Related Results

Reflections Of Zoltan P. Dienes On Mathematics Education
Reflections Of Zoltan P. Dienes On Mathematics Education
The name of Zoltan P. Dienes (1916- ) stands with those ofJean Piaget, Jerome Bruner, Edward Begle, and Robert Davis as legendary figures whose work left a lasting impression on th...
An Exploratory Study of Mathematics Anxiety in Caribbean Preservice Teachers
An Exploratory Study of Mathematics Anxiety in Caribbean Preservice Teachers
The Problem Correlational studies suggest that gender, attitudes to mathematics, mathematics performance, the number of college mathematics courses taken, and mathematics teacher ...
Filosofi Kalkulus dalam Sejarah Matematika
Filosofi Kalkulus dalam Sejarah Matematika
In Mathematics there are many branches of mathematics, one of which is Calculus. Calculus is often considered a difficult branch of mathematics. However, even so, Calculus is very ...
EFFECT OF BILINGUAL INSTRUCTIONAL METHOD IN THE ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN MATHEMATICS
EFFECT OF BILINGUAL INSTRUCTIONAL METHOD IN THE ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN MATHEMATICS
The importance of mathematics in the modern society is overwhelming. The importance of mathematics has long been recognized all over the world, and that is why all students are req...
Advanced Algebra Proficiency and Academic Performance of Civil Engineering Sophomores in Engineering Mathematics
Advanced Algebra Proficiency and Academic Performance of Civil Engineering Sophomores in Engineering Mathematics
This study aimed to assess advanced algebra proficiency and its relationship to academic performance in engineering mathematics (Calculus 1, Calculus 2, Differential Equations) amo...
How growth mindset influences mathematics achievements: A study of Chinese middle school students
How growth mindset influences mathematics achievements: A study of Chinese middle school students
IntroductionIt has been suggested that students with growth mindsets are more likely to achieve better mathematics learning results than their counterparts with fixed mindsets. How...
Análisis de las prácticas docentes en torno a la enseñanza de lógica en la formación de estudiantes de profesorado en matemática
Análisis de las prácticas docentes en torno a la enseñanza de lógica en la formación de estudiantes de profesorado en matemática
La presente tesis se ocupa del análisis de las prácticas de dos profesores universitarios que enseñan temas vinculados al estudio de cálculo proposicional y cálculo de predicados a...

Back to Top