For example, the double-shafted arrow “=>” is a logical symbol meaning “implies”, so that “A => B” means “A implies B”, that is, “If A, then B,” that is, “A is false, or B is true.” Do *not* use this arrow to mean “therefore” or “now read the following”. A “3” should not look like a “7” a “t” should not look like a “+”.Use mathematical symbols correctly. How much is enough, and how much is too much? There is no clear answer you must develop a feeling by reading books and observing and questioning instructors.If your solution contains irrelevant information, then the grader may conclude that you do not understand the problem fully, and you may lose credit. It is possible to write down *too much* justification for your answers. It is not our job to *figure out* what you might mean it is your job to *say* what you mean, in the manner of expression established in lectures and textbooks. Remember, we graders do not have the benefit of watching you write (or of having you stand by to explain what you have written) all we have is the finished product of your writing, and this is what you are graded on. Otherwise, the reader cannot tell how to read what you have written, and you may lose credit. Write your solutions in the conventional fashion: left to right, top to bottom. In the grading of problems whose answers are easily checked, possibly no partial credit will be given. To check an indefinite integral, just differentiate. For example, to check the proposed solution to an equation, just substitute it into the equation. Always check your work, if you have time. Therefore you should be especially careful in the early steps of a problem. However, in the long problem, it may happen that you receive no credit for any work done after your first mistake (if you make a mistake). Incorrect answers given with some correct justification may receive partial credit. Correct answers with incorrect justification are only *accidentally* correct they may receive no credit. Correct answers given with no justification may receive no credit. If correctly written, these steps constitute proof that the answer is correct. We do not want to see an answer alone we want to see the steps of the computation that lead to the answer. But even such problems should be understood as “show-that” problems. Other problems may simply ask for a computation. Some problems are explicitly “show-that”: they ask for an argument, explanation, and proof. We give you a problem, and we ask you to provide a *solution*. In an exam problem, we do not give you a selection of five possible answers and ask you to find the correct answer. Below are some notes that could be useful for students. If it says what you want to say, you’re ok.)In grading exams in the past, we have thought that students need to understand better what we expect of them. (A good way to test whether you have produced a readable document is to try to read it aloud without adding words that are not on the page. Therefore, your mathematical writing should be more than a sequence of calculations, but should consist of complete sentences, in which are embedded the mathematical expressions. Remember that you are writing in English about mathematics, and your purpose is to present a readable (as opposed to merely legible) document. We want you to learn to write mathematics clearly. But we’d like you to do more than get correct answers to the problems. You learn the subject by solving problems. The use of the letter u as a substitution. The longer you wait, the harder it is to catch up. In calculus, the letter u is commonly used as a substitution variable to simplify and evaluate complex integrals. Don’t let your questions sit around gathering dust because later portions of the course will make use of what came earlier. For lists of symbols categorized by type and subject, refer to the relevant pages below for more.Every question you have about the subject should be asked, and we will be happy to try to answer it. $\displaystyle e = \frac \, dx$įor the master list of symbols, see mathematical symbols. The following table documents some of the most notable symbols in these categories - along with each symbol’s example and meaning. In calculus and analysis, constants and variables are often reserved for key mathematical numbers and arbitrarily small quantities.
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