In a message dated 97-06-10 11:29:59 EDT, Lou Talman wrote, in a very different context
<< But the students I have to teach at my institution would be completely overwhelmed by the epsilon-delta definition. >>
As are students everywhere. My question is are they overwhelmed by the concept in general or are they overwhelmed by the complicated and trickey and often obscure algebraic manipulation required to find the proper delta-epsilon relationship for all but the simplest limits? (Same question applies to Proofs by Induction.) I have found that they spend so much time doing the algebra that, once they get a correct relationship (that's part of the problem, there is no "the" correct relationship), that the have lost sight of the big picture?