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Notes on Increasing and Decreasing Functions

The document discusses two interpretations of increasing and decreasing functions, focusing on whether stationary points should be included in the intervals of increase or decrease. Interpretation 1 includes stationary points, while Interpretation 2 excludes them, leading to different conclusions about function behavior. The document highlights the confusion among mathematicians regarding these interpretations and suggests that both should be accepted in educational contexts.

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3 views

Notes on Increasing and Decreasing Functions

The document discusses two interpretations of increasing and decreasing functions, focusing on whether stationary points should be included in the intervals of increase or decrease. Interpretation 1 includes stationary points, while Interpretation 2 excludes them, leading to different conclusions about function behavior. The document highlights the confusion among mathematicians regarding these interpretations and suggests that both should be accepted in educational contexts.

Uploaded by

focusmalungane694
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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INCREASING AND DECREASING FUNCTIONS

The concept of an increasing and decreasing function


in terms of its inequality solutions is a controversial topic.
It all hinges around whether stationary points are included
or excluded in the intervals of increase or decrease.

INTERPRETATION 1 (Include stationary points and points of inflection)

Definition based on function values:

Let f be a function defined on an interval I.


(a) f is increasing on I if for every a  b in I, f (a)  f (b) .
(b) f is decreasing on I if for every a  b in I, f (a)  f (b) .

A function is strictly increasing when a  b in I implies f (a)  f (b) with a similar


definition holding for strictly decreasing. An immediate consequence of this definition is
the following theorem.

Theorem (test for increasing/decreasing functions):

Let f be a continuous function on [a ; b] and differentiable on (a ; b).

(a) If f ( x)  0 for all x in (a ; b), then f is increasing on [a ; b].


(b) If f ( x)  0 for all x in (a ; b), then f is decreasing on [a ; b].
(c) If f ( x) = 0 for all x in (a ; b), then f is constant on [a ; b].

What happens at a stationary point?

At a stationary point x = c , f (c) = 0 .


The function is both increasing and decreasing at this point.
We therefore include stationary points in intervals of decrease or increase.
Source: University of Dakota; Classroom Mathematics (1996 edition)

Some mathematicians argue that it makes no sense to ask whether a function is


increasing or decreasing at a point.

https://sites.und.edu/timothy.prescott/apex/web/apex.Ch3.S3.html#Thmtheorem2
2

INTERPRETATION 2 (Exclude stationary points and points of inflection)

At a stationary point x = c , f (c) = 0 .


The word stationary implies that f is neither increasing nor decreasing at this point.
Graphically, this corresponds to points on the graph of f ( x) where the tangent is a
horizontal line. We therefore exclude stationary points in intervals of decrease or
increase.
Source: Lecture 09.pdf mysite.science.uottowa (University of Ottowa);
Newcastle university (UK-Professor Robin Johnson).

The theorem which follows is this:

Theorem (test for increasing/decreasing functions):

Let f be differentiable on (a ; b).

(a) If f ( x)  0 for all x in (a ; b), then f is increasing on (a ; b).


(b) If f ( x)  0 for all x in (a ; b), then f is decreasing on (a ; b).
(c) If f ( x) = 0 for all x in (a ; b), then f is constant on (a ; b).

EXAMPLES USING THE TWO DIFFERENT INTERPRETATIONS

(a) Determine the intervals on which the graph of f are increasing and decreasing.

1 23
−1

Interpretation 1 (Include) Interpretation 2 (Exclude)

Increasing for x  −1 or x  1 23 . Increasing for x  −1 or x  1 23 .

Decreasing for −1  x  1 23 . Decreasing for −1  x  1 23 .

One source sneakily covers its bases by stating:


We can conclude that f is increasing outside of [−1;1 23 ] and decreasing inside of
[−1;1 23 ] .
Does outside mean the same as x  −1 or x  1 23 and inside includes the
endpoints????? https://ltcconline.net/greenl/courses/115/applications/increaseDecrease.htm
3

(b) f ( x) = − x3

(0 ; − 1)

Interpretation 1 Interpretation 2
Decreasing for all real values of x. Decreasing for all x  0 .
Include the point of inflection. Exclude f (0) = 0 .

Note: Some books using Interpretation 2 also write the solution as:
Decreasing for all real values of x. Points of inflection are included but not
turning points. The Australian chief examiner for Maths, Stuart Laird
proposes this in his Calculus textbook.
The argument is that the sign of the derivative doesn’t change through a
point of inflection, so the function decreases through x = 0 .
(Delta Mathematics: Pearson-Longman Year 13 page 101 and 102).

NOTE
In popular South African textbooks from the 1980’s and 1990’s, Interpretation 1
was used. In later revised editions, there was a move towards Interpretation 2.
As a result, most schools started teaching increasing and decreasing using Interpretation 2.

The matric examiner(s) accept both interpretations in final examinations and will not
penalise learners for the method used. If they penalised one method over the other, then
learners would be either advantaged or disadvantaged. Maybe this topic should rather
not be examined at all. It only counts for 1 or 2 marks anyway.
4

Here is an extract from a chapter from an Open University (UK) textbook. This textbook
seems to allow for both interpretations but tends towards Interpretation 2.
5

The below extract agrees that both interpretations are acceptable but prefers that
students use open intervals (Interpretation 2).
6

Mathway is a powerful maths graphing technology used by millions of maths students


world-wide. You enter a function and it draws the graph and discusses all sorts of features
about the graph including the intervals of increase/decrease. As shown below, the graphing
tool excludes points where the derivative is zero or undefined.

Source: mathway.com/popular problems/Calculus/555445


(Find where increasing/decreasing using derivatives)
7

DIFFERENT OPINIONS FROM THREE PHD MATHEMATICIANS

PRO INTERPRETATION 2

PRO INTERPRETATION 1

x2 − 1
Do we then ignore the theorem? What about y = where x  1 ?
x −1
With this function, does the definition break down?
f is increasing on (− ; ) if for every a  b in the
interval, f (a)  f (b) ?

So, does this mean that derivatives have nothing to do with increasing????????
Is the theorem which is a consequence of the definition now irrelevant???????
8

Here is a link to college notes that are not consistent. Interpretation 1 is put forward, but
the examples exclude stationary points. How confusing is that!
https://www.cuemath.com/calculus/increasing-and-decreasing-functions/

THE CONFUSION IS THAT ALL THESE MATHEMATICIANS HAVE AN


INDEPTH UNDERSTANDING OF HIGHER MATHEMATICS.

IS ONE LESS KNOWLEDGEABLE THAN THE OTHER?


HAVE WE MISSED SOMETHING?

WHO SHOULD WE BELIEVE?

Confusing thoughts on Interpretation 1

x = y3
1
Consider f ( x) = x 3 over the interval [−1;1] .
3 x = y
The graph of f is the inverse of y = x .3 1
 f ( x) = x 3
Let us use Interpretation 1. −1 1

Definition:
For every a  b in [−1;1] , f (a)  f (b) .
Therefore, f is increasing for all x on [−1;1] .

Theorem: 1
f ( x) = x 3
If f ( x)  0 for all x in (−1;1) , then f is increasing on [−1;1] . 1 2 1
f ( x) = x − 3 = 2
But f ( x) is not positive or zero for all x in (−1;1) since 3 3x 3
f (0) is undefined. It is not differentiable at x = 0 . f (0) is undefined.
The function is therefore not increasing for all x in the given
interval!
Who’s the boss – the definition or the theorem?

MANY MATHS TEACHERS AND MATHEMATICIANS argue as follows:


Would it not be better to simply exclude points where the derivative is zero or possibly
undefined in intervals of increase or decrease?
9

MY TAKE ON ALL OF THIS:

Don’t major on a minor.

Who cares whether a function increases or decreases at a


stationary point. Intervals of increase/decrease are only really
useful with the shape when sketching the graph.

Examiners should accept both interpretations given that


students will have been taught differently depending on the
interpretation of the teacher or lecturer.

I recommend that at school level, increasing/decreasing as a


question be excluded from exams due to the differing
interpretations.

I personally prefer Interpretation 2 but stand to be corrected by


the superior intelligences.

MATHEMATICS IS BEYOND US.

IT CONFOUNDS US IN OUR MORTALITY!


(Mark Phillips)

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