In AP's latest new book, he outlines why a sick stalker paid for to stalk such as Volney wants to spew hatred in every one of these TEACHING TRUE MATH posts. That a professor at MIT who authors a calculus book can earn approx 1/2 million per year in
calculus book sales, which has no valid proof of Fundamental Theorem of Calculus and is a headache, a nightmare for students and causes nervous breakdowns simply because Old Math authors care more about money than they care about making math simple and
easy. AP knows what science revolutions are all about because AP lived through the Geology Continental Drift revolution in 1968 when Wegener in 1915 already had the truth plain to see. Yet colleges siding with money makers rather than truth givers.
Same thing today, in colleges sending out legions of Volney crackpots so as to secure their money making nutter calculus textbooks.
TEACHING TRUE MATHEMATICS, AP seeks the super easiest calculus possible on Earth-- polynomials as the only valid functions-- thus, and therefore, making derivative and integral as easy as Power Rule- 14 year olds master calculus
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Archimedes Plutonium
Sep 7, 2023, 10:16:29 PM (16 hours ago)
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In TEACHING TRUE MATHEMATICS-- only math textbooks with a valid proof of Fundamental Theorem of Calculus--teaches that derivative predicts next point of function graph--silly Old Math has derivative as tangent to function graph unable to predict.
TEACHING TRUE MATHEMATICS, AP seeks the super easiest calculus possible on Earth-- polynomials as the only valid functions-- thus, and therefore, making derivative and integral as easy as Power Rule- 14 year olds master calculus
Teaches that derivative predicts next point of function graph--silly Old Math has derivative as tangent to function graph unable to predict. The great power of Calculus is integral is area under function graph thus physics energy, and its prediction
power of the derivative to predict the next future point of function graph thus making the derivative a "law of physics as predictor". Stupid Old Math makes the derivative a tangent line, while New Math makes the derivative the predictor of next point of
function graph. No wonder no-one in Old Math could do a geometry, let alone a valid proof of Fundamental Theorem of Calculus, for no-one in Old Math even had the mind to realize Calculus predicts the future point in the derivative.
TEACHING TRUE MATHEMATICS-- only math textbooks with a valid proof of Fundamental Theorem of Calculus--teaches that derivative predicts next point of function graph--silly Old Math has derivative as tangent to function graph unable to predict. This is
why calculus is so important for physics, like a law of physics-- predicts the future given nearby point, predicts the next point. And of course the integral tells us the energy. Silly stupid Old Math understood the integral as area under the function
graph curve, but were stupid silly as to the understanding of derivative-- predict the next point as seen in this illustration:
From this rectangle of the integral with points A, midpoint then B
______
| |
| |
| |
---------
To this trapezoid with points A, m, B
B
/|
/ |
m /----|
/ |
| |
|____|
The trapezoid roof has to be a straight-line segment (the derivative)
so that it can be hinged at m, and swiveled down to form rectangle for integral.
Or going in reverse. From rectangle, the right triangle predicts the next successor point of function graph curve of B, from that of midpoint m and initial point of function graph A.
My 134th published book
Introduction to TEACHING TRUE MATHEMATICS: Volume 1 for ages 5 through 26, math textbook series, book 1 Kindle Edition
by Archimedes Plutonium (Author)
The 134th book of AP, and belatedly late, for I had already written the series of TEACHING TRUE MATHEMATICS in a 7 volume, 8 book set. This would be the first book in that 8 book set (one of the books is a companion book to 1st year college). But I
suppose that I needed to write the full series before I could write the Introduction and know what I had to talk about and talk about in a logical progression order. Sounds paradoxical in a sense, that I needed to write the full series first and then go
back and write the Introduction. But in another sense, hard to write an introduction on something you have not really fully done and completed. For example to know what is error filled Old Math and to list those errors in a logical order requires me to
write the full 7 volumes in order to list in order the mistakes.
Cover Picture: Mathematics begins with counting, with numbers, with quantity. But counting numbers needs geometry for something to count in the first place. So here in this picture of the generalized Hydrogen atom of chemistry and physics is a torus
geometry of 8 rings of a proton torus and one ring where my fingers are, is a equator ring that is the muon and thrusting through the proton torus at the equator of the torus. So we count 9 rings in all. So math is created by atoms and math numbers exist
because atoms have many geometry figures to count. And geometry exists because atoms have shapes and different figures.
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#5-2, My 45th published book.
TEACHING TRUE MATHEMATICS: Volume 2 for ages 5 to 18, math textbook series, book 2
by Archimedes Plutonium (Author) (Amazon Kindle edition)
Last revision was 2NOV2020. And this is AP's 45th published book of science.
Preface: Volume 2 takes the 5 year old student through to senior in High School for their math education.
This is a textbook series in several volumes that carries every person through all his/her math education starting age 5 up to age 26. Volume 2 is for age 5 year old to that of senior in High School, that is needed to do both science and math. Every
other math book is incidental to this series of Teaching True Mathematics.
It is a journal-textbook because Amazon's Kindle offers me the ability to edit overnight, and to change the text, almost on a daily basis. A unique first in education textbooks-- almost a continual overnight editing. Adding new text, correcting text.
Volume 2 takes the 5 year old student through to senior in High School for their math education. Volume 3 carries the Freshperson in College for their math calculus education.
Cover Picture: The Numbers as Integers from 0 to 100, and 10 Grid when dividing by 10, and part of the 100 Grid when dividing by 100. Decimal Grid Numbers are the true numbers of mathematics. The Reals, the rationals & irrationals, the algebraic &
transcendentals, the imaginary & Complex, and the negative-numbers are all fake numbers. For, to be a true number, you have to "be counted" by mathematical induction. The smallest Grid system is the Decimal 10 Grid.
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#15 in General Geometry
#223 in Geometry & Topology (Books)
#5-3, 55th published book
TEACHING TRUE MATHEMATICS: Volume 3 for age 18-19, 1st year College Calculus, math textbook series, book 3 Kindle Edition
by Archimedes Plutonium (Author)
Last revision was 25Jun2021. And this is AP's 55th published book of science.
Teaching True Mathematics, by Archimedes Plutonium 2019
Preface: This is volume 3, book 3 of Teaching True Mathematics, designed for College Freshperson students, 1st year college students of age 18-19. It is the continuation of volume 2 for ages 5 through 18 years old.
The main major topic is the AP-EM equations of electricity and magnetism, the mathematics for the laws of electricity and magnetism; what used to be called the Maxwell Equations of Physics. The 1st Year College Math has to prepare all students with the
math for all the sciences. So 1st year college Math is like a huge intersection station that has to prepare students with the math they need to do the hard sciences such as physics, chemistry, biology, astronomy, geology, etc. What this means is, 1st
year college is calculus that allows the student to work with electricity and magnetism. All the math that is needed to enable students to do electricity and magnetism. In Old Math before this textbook, those Old Math textbooks would end in 1/3 of the
text about Arclength, vector space, div, curl, Line Integral, Green's, Stokes, Divergence theorem trying to reach and be able to teach Maxwell Equations. But sadly, barely any Old Math classroom reached that 1/3 ending of the textbook, and left all those
college students without any math to tackle electricity and magnetism. And most of Old Math was just muddle headed wrong even if they covered the last 1/3 of the textbook. And that is totally unacceptable in science. This textbook fixes that huge hole
and gap in Old Math education.
And there is no way around it, that a course in 1st year College Calculus is going to do a lot of hands on experiment with electricity and magnetism, and is required of the students to buy a list of physics apparatus-- multimeter, galvanometer, coil, bar
magnet, alligator clip wires, electromagnet, iron filing case, and possibly even a 12 volt transformer, all shown in the cover picture. The beginning of this textbook and the middle section all leads into the ending of this textbook-- we learn the AP-EM
Equations and how to use those equations. And there is no escaping the fact that it has to be hands on physics experiments in the classroom of mathematics.
But, do not be scared, for this is all easy easy easy. For if you passed and enjoyed Volume 2 TEACHING TRUE MATHEMATICS, then I promise you, you will not be stressed with Volume 3, for I go out of my way to make it clear and understandable.
Warning: this is a Journal Textbook, meaning that I am constantly adding new material, constantly revising, constantly fixing mistakes or making things more clear. So if you read this book in August of 2019, chances are it is different when you read it
in September 2019. Ebooks allow authors the freedom to improve their textbooks on a ongoing basis.
The 1st year college math should be about the math that prepares any and all students for science, whether they branch out into physics, chemistry, biology, geology, astronomy, or math, they should have all the math in 1st year college that will carry
them through those science studies. I make every attempt possible to make math easy to understand, easy to learn and hopefully fun.
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◦ #411 in Calculus (Kindle Store)
◦ #2,480 in Calculus (Books)
#5-4, 56th published book
COLLEGE CALCULUS GUIDE to help students recognize math professor spam from math truth & reality// math textbook series, book 4 Kindle Edition
by Archimedes Plutonium (Author)
#1 New Releasein 15-Minute Science & Math Short Reads
This textbook is the companion guide book to AP's Teaching True Mathematics, 1st year College. It is realized that Old Math will take a long time in removing their fake math, so in the interim period, this Guide book is designed to speed up the process
of removing fake Calculus out of the education system, the fewer students we punish with forcing them with fake Calculus, the better we are.
Cover Picture: This book is part comedy, for when you cannot reason with math professors that they have many errors to fix, that 90% of their Calculus is in error, you end up resorting to comedy, making fun of them, to prod them to fix their errors. To
prod them to "do right by the students of the world" not their entrenched propaganda.
Length: 54 pages
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#38 in 90-Minute Science & Math Short Reads
#318 in Calculus (Books)
#48 in Calculus (Kindle Store)
#5-5, 72nd published book
TEACHING TRUE MATHEMATICS: Volume 4 for age 19-20 Sophomore-year College, math textbook series, book 5 Kindle Edition
by Archimedes Plutonium (Author)
Preface: This is volume 4, book 5 of Teaching True Mathematics, designed for College Sophomore-year students, students of age 19-20. It is the continuation of volume 3 in the end-goal of learning how to do the mathematics of electricity and magnetism,
because everything in physics is nothing but atoms and atoms are nothing but electricity and magnetism. To know math, you have to know physics. We learned the Calculus of 2nd dimension and applied it to the equations of physics for electricity and
magnetism. But we did not learn the calculus of those equations for 3rd dimension. So, you can say that Sophomore year College math is devoted to 3D Calculus. This sophomore year college we fill in all the calculus, and we start over on all of Geometry,
for geometry needs a modern day revision. And pardon me for this book is mostly reading, and the students doing less calculations. The classroom of this textbook has the teacher go through page by page to get the students comprehending and understanding
of what is being taught. There are many hands on experiments also.
Cover Picture shows some toruses, some round some square, torus of rings, thin strips of rings or squares and shows them laid flat. That is Calculus of 3rd dimension that lays a ring in a torus to be flat in 2nd dimension.
Length: 105 pages
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• Best Sellers Rank: #242,037 in Kindle Store (See Top 100 in Kindle Store) ◦ #36 in Calculus (Kindle Store)
◦ #219 in Calculus (Books)
#5-6, 75th published book
TEACHING TRUE MATHEMATICS: Volume 5 for age 20-21 Junior-year of College, math textbook series, book 6 Kindle Edition
by Archimedes Plutonium 2019
This is volume 5, book 6 of Teaching True Mathematics, designed for College Junior-year students, students of age 20-21. In first year college Calculus we learned calculus of the 2nd dimension and applied it to the equations of physics for electricity
and magnetism. And in sophomore year we learned calculus of 3rd dimension to complete our study of the mathematics needed to do the physics of electricity and magnetism. Now, junior year college, we move onto something different, for we focus mostly on
logic now and especially the logic of what is called the "mathematical proof". Much of what the student has learned about mathematics so far has been given to her or him as stated knowledge, accept it as true because I say so. But now we are going to do
math proofs. Oh, yes, we did prove a few items here and there, such as why the Decimal Grid Number system is so special, such as the Pythagorean Theorem, such as the Fundamental Theorem of Calculus with its right-triangle hinged up or down. But many
ideas we did not prove, we just stated them and expected all students to believe them true. And you are now juniors in college and we are going to start to prove many of those ideas and teach you "what is a math proof". Personally, I myself feel that the
math proof is overrated, over hyped. But the math proof is important for one reason-- it makes you better scientists of knowing what is true and what is a shaky idea. A math proof is the same as "thinking straight and thinking clearly". And all
scientists need to think straight and think clearly. But before we get to the Mathematics Proof, we have to do Probability and Statistics. What you learned in Grade School, then High School, then College, called Sigma Error, now becomes Probability and
Statistics. It is important because all sciences including mathematics needs and uses Probability and Statistics. So, our job for junior-year of college mathematics is all cut out and ahead for us, no time to waste, let us get going.
Cover Picture: is a sample of the Array Proof, a proof the ellipse is not a conic but rather a cylinder cut wherein the oval is the slant cut of a cone, not the ellipse.
Length: 175 pages
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Best Sellers Rank: #3,768,255 in Kindle Store (See Top 100 in Kindle Store) ◦ #3,591 in Probability & Statistics (Kindle Store)
◦ #19,091 in Probability & Statistics (Books)
#5-7, 89th published book
TEACHING TRUE MATHEMATICS: Volume 6 for age 21-22 Senior-year of College, math textbook series, book 7 Kindle Edition
by Archimedes Plutonium 2020
Last revision was 6Feb2021.
Preface: This is the last year of College for mathematics and we have to mostly summarize all of mathematics as best we can. And set a new pattern to prepare students going on to math graduate school. A new pattern of work habits, because graduate school
is more of research and explore on your own. So in this final year, I am going to eliminate tests, and have it mostly done as homework assignments.
Cover Picture: Again and again, many times in math, the mind is not good enough alone to think straight and clear, and you need tools to hands-on see how it works. Here is a collection of tools for this senior year college classes. There is a pencil,
clipboard, graph paper, compass, divider, protractor, slide-ruler. And for this year we spend a lot of time on the parallelepiped, showing my wood model, and showing my erector set model held together by wire loops in the corners. The plastic square is
there only to hold up the erector set model.
Length: 110 pages
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Publication date : February 15, 2020
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Best Sellers Rank: #224,965 in Kindle Store (See Top 100 in Kindle Store)
◦ #345 in Mathematics (Kindle Store)
◦ #373 in Physics (Kindle Store)
◦ #2,256 in Physics (Books)
#5-8, 90th published book
TEACHING TRUE MATHEMATICS: Volume 7 for age 22-26 Graduate school, math textbook series, book 8 Kindle Edition
by Archimedes Plutonium 2020
Last revised 1NOV2020. This was AP's 90th published book of science.
Preface: This is College Graduate School mathematics. Congratulations, you made it this far. To me, graduate school is mostly research, research mathematics and that means also physics. So it is going to be difficult to do math without physics. Of course,
we focus on the mathematics of these research projects.
My textbook for Graduate school is just a template and the professors teaching the graduate students are free of course to follow their own projects, but in terms of being physics and math combined. What I list below is a template for possible projects.
So, in the below projects, I list 36 possible research projects that a graduate student my like to undertake, or partake. I list those 36 projects with a set of parentheses like this (1), (2), (3), etc. Not to be confused with the chapters listing as 1),
2), 3), etc. I list 36 projects but the professor can offer his/her own list, and I expect students with their professor, to pick a project and to monitor the student as to his/her progresses through the research. I have listed each project then cited
some of my own research into these projects, below each project is an entry. Those entries are just a help or helper in getting started or acquainted with the project. The entry has a date time group and a newsgroup that I posted to such as sci.math or
plutonium-atom-universe Google newsgroups. Again the entry is just a help or helper in getting started.
Now instead of picking one or two projects for your Graduate years of study, some may select all 36 projects where you write a short paper on each project. Some may be bored with just one or two projects and opt for all 36.
Cover Picture: A photo by my iphone of a page on Permutations of the Jacobs book Mathematics: A Human Endeavor, 1970. One of the best textbooks ever written in Old Math, not for its contents because there are many errors, but for its teaching style. It
is extremely rare to find a math textbook written for the student to learn. Probably because math professors rarely learned how to teach in the first place; only learned how to unintentionally obfuscate. The page I photographed is important because it is
the interface between geometry's perimeter or surface area versus geometry's area or volume, respectively. Or, an interface of pure numbers with that of geometry. But I have more to say on this below.
Length: 296 pages
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◦ #13 in General Geometry
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#5-9, 221st published book
An Education Ladder Guideline for teaching mathematics and a Test to see if you are cut out to be a mathematician//Teaching True Mathematics
by Archimedes Plutonium (Author) (Amazon's Kindle)
Preface: This book is written to improve math education in school and at home. Trouble is, you cannot improve math education if the professors of mathematics have much of their teachings in error. So I write this book mostly as a test for math professors
because to shine a light on math professor failure is the best way to improve math teaching, and thereby improve school curriculums especially colleges and universities. But others, such as laypersons are welcomed to join in. And it is the laypersons and
students that will make the greatest amount of use of this book because math professors are usually stubborn and idiotic and hard to change for the better. And so when students and laypersons keep asking questions of their math professors, their
brainwashing and thus poor teaching, they eventually come around to the truth and then change their bad behavior and bad misunderstanding; to proper true mathematics.
Cover Picture: Is my iphone photograph of a rubber washer inside a plastic cone. The washer is at a steep slant angle to the cone perpendicular. Notice the washer near the apex is fully touching the side of the cone, but the washer directed towards the
base has not yet cut through the side of the cone, and you can see a rainbow or a crescent shape of area where the washer will intersect the side of the cone, (where my two finger are), making a total figure of a Oval, never the ellipse. I was taking
this picture as one person, so I had the iphone camera in one hand and the cone in another hand, and had to use a rubber washer to stay in place. The same green plastic cone used in this picture appears in both of my published books of the proof slant
cut of cone is oval, never the ellipse.
My 3rd published book with the same green cone on cover.
AP's Proof-Ellipse was never a Conic Section // Math proof series, book 1 Kindle Edition
by Archimedes Plutonium (Author)
My 68th published book with the same green cone on cover.
Proofs Ellipse is never a Conic section, always a Cylinder section and a Well Defined Oval definition//Student teaches professor series, book 5 Kindle Edition
by Archimedes Plutonium (Author)
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#5-10, 160th published book
MATHOPEDIA-- List of 82 fakes and mistakes of Old Math// mathematics & logic by Archimedes Plutonium
Preface:
A Mathopedia is like a special type of encyclopedia on the subject of mathematics. It is about the assessment of the worth of mathematics and the subject material of mathematics. It is a overall examination and a evaluation of mathematics and its topics.
The ordering of Mathopedia is not a alphabetic ordering, nor does it have a index. The ordering is purely that of importance at beginning and importance at end.
The greatest use of Mathopedia is a guide to students of what not to waste your time on and what to focus most of your time. I know so many college classes in mathematics are just a total waste of time, waste of valuable time for the class is math fakery.
I know because I have been there.
Now I am going to cite various reference sources of AP books if anyone wants more details and can be seen in the Appendix at the end of the book.
I suppose, going forward, mathematics should always have a mathopedia, where major parts of mathematics as a science are held under scrutiny and question as to correctness. In past history we have called these incidents as "doubters of the mainstream".
Yet math, like physics, can have no permanent mainstream, since there is always question of correctness in physics, there then corresponds questions of correctness in mathematics (because math is a subset of physics). What I mean is that each future
generation corrects some mistakes of past mathematics. If anyone is unsure of what I am saying here, both math and physics need constant correcting, of that which never belonged in science. This then converges with the logic-philosophy of Pragmatism (see
AP's book of logic on Pragmatism).
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y z
| /
| /
|/______ x
Read my recent posts in peace and quiet.
https://groups.google.com/forum/?hl=en#!forum/plutonium-atom-universe Archimedes Plutonium
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Archimedes Plutonium
2:12 AM (15 hours ago)
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Alright I come to realize I have no graphic explanation for the proof of the Fundamental Theorem of Calculus for a downward slope function graph. I gave a proof for the upward slope function.
We start with the integral rectangle in the Cell, a specific cell of the function graph. In 10 Decimal Grid there are exactly 100 cells for each number interval, say from 0 to 0.1, then the next cell is 0.1 to 0.2. The midpoint in each cell belongs to a
number in the next higher Grid System, the 100 Grid. So the midpoint of cell 1.1 to 1.2 is 1.15 as midpoint.
Now the integral in that cell of 1.1 to 1.2 is a rectangle and say our function is x^2 --> Y. So the function graph is (1.1, 1.21) and (1.2, 1.44). Now we are strictly in 10 Grid borrowing from 100 Grid.
So say this is our Integral rectangle in cell 1.1 to 1.2.
_____
| |
| |
| |
| |
_____
1.1 1.2
More later,...
What I am getting at is that in a upward slope the right triangle whose tip is 1.44 hinged at the midpoint 1.15 predicts that future point in the derivative as the right triangle hypotenuse.
But the geometry is different for a downward slope function such as 10 -x --> Y. In this case we have the rectangle integral, but instead of hinging up the right triangle to predict the next point of the function graph, we totally remove the right
triangle from the graph and the missing right-triangle is the successor point.
Teaches that derivative predicts next point of function graph--silly Old Math has derivative as tangent to function graph unable to predict. The great power of Calculus is integral is area under function graph thus physics energy, and its prediction
power of the derivative to predict the next future point of function graph thus making the derivative a "law of physics as predictor". Stupid Old Math makes the derivative a tangent line, while New Math makes the derivative the predictor of next point of
function graph. No wonder no-one in Old Math could do a geometry, let alone a valid proof of Fundamental Theorem of Calculus, for no-one in Old Math even had the mind to realize Calculus predicts the future point in the derivative.
TEACHING TRUE MATHEMATICS-- only math textbooks with a valid proof of Fundamental Theorem of Calculus--teaches that derivative predicts next point of function graph--silly Old Math has derivative as tangent to function graph unable to predict. This is
why calculus is so important for physics, like a law of physics-- predicts the future given nearby point, predicts the next point. And of course the integral tells us the energy. Silly stupid Old Math understood the integral as area under the function
graph curve, but were stupid silly as to the understanding of derivative-- predict the next point as seen in this illustration:
From this rectangle of the integral with points A, midpoint then B
______
| |
| |
| |
---------
To this trapezoid with points A, m, B
B
/|
/ |
m /----|
/ |
| |
|____|
[continued in next message]
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