Big Picture: Derivatives

the best math teacher i ever had

Good

❤️💜❤️

Thie professor has a good way of explaning how this works , in the past i studies electronics and learnet this math but never got the feeling that i have after watchting this video , it's very good explained.

asd

I have a question.
So, we have the function y = x²
The slope of this function when x = 1 is 2 (because the derivative is y = 2x).
And the slope when x = 3 is 6?
(We simlly insert value of x in our derivative function?)

Not enough time and effort is invested in instilling this “big picture” idea-based understanding. Seems to occur mostly in higher college courses. Great teacher. Wish there were more like him.

我发现本科时候学的 都是错的。不是 我们学生不行，是老师不行。。。

How many here indian..

Thanks 👍😊 professor 🙂

at 3:00 AM in the morning / night .... feeling lucky , this course is an Eye opener .. having my Eureka moments,
Awed by Prof. Gilbert Strang's deep connection with the Mathematics that as if he also re-discovers it every time he lectures ... it is beautiful ....

Too much subjects 🤔 I just know Calculus used Geometric 🤔

Booooooring.

I wish I had come across this series of lectures when (or prior to) starting my calculus one course (I'm almost 31 and only beginning school now, after dropping out [or being kicked out], for all intents and purposes, at age 15)... I was able to understand the "big ideas", so to speak, of what I learned, but they really only clicked after the course ended and I had time to step back and actually play with the ideas. The class was so focused on technical details that it was difficult to see the beauty and cleverness (and actual fundamentally understand) of what is going on.

Of course my algebra skills are, and always have been, dusty; albeit I've been able to ace the GED and placement tests, it was always due more to memorization and brute force than intuitive understanding. These are the same problems I encountered growing up in school; there was rarely a teacher that knew how, or cared to, teach things in a way that would enable you to appreciate what you were actually doing. Not only is this why people tend to be uninterested in math (and technical things) but it is why the teachers and students are ineffective.

Our education system needs some serious re-evaluation.

Thanks for these lectures Professor Strang.

This is another solid lecture on the way calculus should be taught in beginning.

Good teacher 👍thanks to MIT

A lot!!!!

hi

Excellent, thankyou.

It handy to know what other parts of calculus one should know. I'm not familiar with the subject.

Can someone explain to me when we will ever use or need this in out lives?

Averages don't need calculus

I think when you are a fan of a math professor, you have official got your nerd degree. Now, where do I get my certificate?

"woahoho, it dun' look very the same"

Magician!

DIVIDENTS -3=9N.

slope=-315 ekiz; x= minus 0 over radicant 2.
91628527= 61%. D-.

Thank you thank you thank you so much

1. After Find the slope (derivative)
What do you want to achieve
2.Use of slope

So , calculus is all about the relations between a function and the "slope of that function" 's function , it makes a lot of sense to begin with...

The only error was in the drawing of the slope graph at 2x when x is 1 then y is 2. So the graph should have been pushed up. Otherwise conceptually the Professor was absolutely correct. Great job by a great Professor.

It can't be x^2, you are only dealing with one side of the slope, since you are only dealing with one side of the slope it is y=mx+c not y=x^2. x doesn't go on the y-axis. x only goes on the x-axis therefore you can not subtract it believing it is going up the y axis. It should be minus y? How are you evaluating x up the y-axis?

Thank you very much. I was curious what Calculus was about and this lectures really helps. Greetings from Sweden.

Thank you Professor Strang!

Thanks for this from Australia

y=f(x) and obviously if x changes a little then y too will change and mathematically we can say y+dy= f(x+dx) which leads to dy= f(x+dx)-y or f(x+dx)-f(x) and soon we can say dy/dx= {f(x+dx)-f(x)}/dx. The only job for the transition for calculus is to apply limits ... and there is the problem.

My first introduction to calculus was that the definition of differentiation is blah blah blah... I wanted to say Oh idiot, There are no definitions in calculus, only proofs and results. But you cant do this to your teacher so I kept quite. This lecture too does not really solve the mystery of disappearance of dx and therefore we have no option except to accept that we can never know how much infinitesimal is .... or the difference between infinitesimal and zero.
Unfortunately, in schools , the teachers could not really explain it as it is not really explainable and therefore this knot is never solved.

You are awesome. Every course and textbook talks of the methods but nobody ever gave me such valuable insights before I watched this playlist.

Nice

I thought the purpose of derivatives was to try to make fractions seem larger than they are in reality LOL

Beautiful lecture

this Gilbert guy rocks, holy shit this guy is amazing

Professor Strang is the Paul Harvey of higher mathematics.

This is an old video and I dont thinl I will receive an answer but how a slope could help you get the derivative? I get lost here

slope and speed are the first prime or the first derivative of a given function. If the car is travelling at y=mx+b, then by applying the power rule of a derivative then it's speed is m. In this discussion, Professor Strang clearly and wonderfully shown to us the concept/idea behind the power rule more than just as nX^n-1. Thank you Professor Gilbert Strang.

It felt a loss of time to me. This level of calculus needs only a decent book to read. It would be unfair to comment on the lecturer from only one lecture, but I didn't like it.

This is the best mathetics class I ever had! Thank you professor!

very helpful ,thks

I would have never been math phobic if only I had teachers like Prof.Strang in my school days.