Understanding Epsilon-Delta Proofs for Beginners

In summary, understanding Epsilon-Delta proofs is crucial for beginners in mathematics. These types of proofs involve analyzing the limit of a function and proving its continuity at a specific point. The key concept is the use of Epsilon and Delta, which represent small values that determine the accuracy of the proof. By following a systematic approach and breaking down the proof into smaller parts, beginners can grasp the fundamental principles and successfully apply them in their mathematical studies.
  • #1
SweatingBear
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In a epsilon-delta proof, one wishes to show that \(\displaystyle 0 < |x-a| < \delta\) implies \(\displaystyle |f(x) - \text{L}| < \epsilon\). But every example that I have seen, one always begins with the "then"-part, namely the conseqeunt \(\displaystyle |f(x) - \text{L}| < \epsilon\), and work backwards to arrive at something reminiscent of \(\displaystyle 0 < |x-a| < \delta\).

But is this not the wrong way to carry out a proof of a conditional? From what I know, you conventionally have to begin with the antecedent (i.e. the "if"-part), assume it and see if it can lead you to the conclusion (and not the other way around). My spontaneous thought is that we do this because of the quantifiers "for every" and "there exists" but I am not sure.

Example: We wish to show that

\(\displaystyle \lim_{x \rightarrow 2} \, (x^2) = 4 \, .\)

We wish to show that if \(\displaystyle 0 < |x-2| < \delta\) then \(\displaystyle |x^2 - 4| < \epsilon\). Naturally, one would then start off with \(\displaystyle 0 < |x - 2| < \delta\) and go on from there, but according to every example that I have seen that is not the case.

Can somebody help me see things clearer?
 
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  • #2
sweatingbear said:
In a epsilon-delta proof, one wishes to show that \(\displaystyle 0 < |x-a| < \delta\) implies \(\displaystyle |f(x) - \text{L}| < \epsilon\). But every example that I have seen, one always begins with the "then"-part, namely the conseqeunt \(\displaystyle |f(x) - \text{L}| < \epsilon\), and work backwards to arrive at something reminiscent of \(\displaystyle 0 < |x-a| < \delta\).

But is this not the wrong way to carry out a proof of a conditional? From what I know, you conventionally have to begin with the antecedent (i.e. the "if"-part), assume it and see if it can lead you to the conclusion (and not the other way around). My spontaneous thought is that we do this because of the quantifiers "for every" and "there exists" but I am not sure.

Example: We wish to show that

\(\displaystyle \lim_{x \rightarrow 2} \, (x^2) = 4 \, .\)

We wish to show that if \(\displaystyle 0 < |x-2| < \delta\) then \(\displaystyle |x^2 - 4| < \epsilon\). Naturally, one would then start off with \(\displaystyle 0 < |x - 2| < \delta\) and go on from there, but according to every example that I have seen that is not the case.

Can somebody help me see things clearer?

Hi sweatingbear! :)

The key is that these proofs have to hold for any $\varepsilon > 0$.
So these proofs do start at the end.
Then you have to find a $\delta >0$ which is dependent on $\varepsilon$, for which the implication holds.
 
  • #3
I like Serena said:
Hi sweatingbear! :)

The key is that these proofs have to hold for any $\varepsilon > 0$.
So these proofs do start at the end.
Then you have to find a $\delta >0$ which is dependent on $\varepsilon$, for which the implication holds.

And I would add that few people can see what $\delta$ needs to be from the beginning. So the typical work-flow is that, before you write the actual proof, you find your $\delta$ as a function of $\epsilon$. Then you write your actual proof, which starts by letting $\epsilon$ be greater than zero, then assumes $0<|x-a|< \delta$, and shows that $|f(x)-L|< \epsilon$.

The first bit where you find your $\delta$ is not actually part of the proof proper, and you could omit it. However, for pedagogical purposes, having this weird expression come out of nowhere would be confusing to students, and they would wonder how they could find it.

http://www.mathhelpboards.com/f49/method-proving-some-non-linear-limits-4149/, at least for values of a function that are not local extrema.
 
  • #4
All right, that helped see things differently (hopefully clearer); thanks for your replies.
 
  • #5

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FAQ: Understanding Epsilon-Delta Proofs for Beginners

What is an epsilon-delta proof?

An epsilon-delta proof is a method used to formally prove the limit of a function. It involves using the concepts of epsilon (ε) and delta (δ) to demonstrate that as the input of a function approaches a certain value, the output of the function also approaches a specific value.

Why do people struggle with epsilon-delta proofs?

Many people find epsilon-delta proofs confusing because they involve rigorous mathematical logic and can be difficult to understand without a strong foundation in calculus and real analysis. They also require a precise understanding of the concepts of limit, continuity, and convergence.

What is the purpose of an epsilon-delta proof?

The purpose of an epsilon-delta proof is to provide a rigorous and formal way of proving the limit of a function. This method is important in mathematics and science as it allows for precise and accurate predictions and explanations of how functions behave.

What are some common mistakes made in epsilon-delta proofs?

Some common mistakes made in epsilon-delta proofs include not understanding the definitions of limit and continuity, not using the correct values for epsilon and delta, and not properly defining the function and its limits. It is important to carefully follow the steps of an epsilon-delta proof and pay attention to detail to avoid these mistakes.

How can one improve their understanding of epsilon-delta proofs?

To improve understanding of epsilon-delta proofs, it is important to have a solid foundation in calculus and real analysis. It is also helpful to practice solving different types of epsilon-delta proofs and to seek guidance from a teacher or tutor. Additionally, reading and studying proofs done by experienced mathematicians can help improve understanding of this concept.

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