Using ‘min’ and ‘max’ functions in calculus teaching

Pavel Satianov, Miriam Dagan, Meirav Amram

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


In this paper, we discuss the use of the min and max functions in teaching calculus to engineering students. Our experience illustrates that such functions have great possibilities in the development of a student's analytical thinking. The types of problems we present here are not common in most instructional texts, which lead us to suggest that the paper will be interesting and useful to calculus lecturers.

Original languageEnglish
Pages (from-to)944-951
Number of pages8
JournalInternational Journal of Mathematical Education in Science and Technology
Issue number6
StatePublished - 18 Aug 2015
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2015 Taylor & Francis.


  • analytical thinking
  • calculus learning
  • challenge problems
  • cognition-based teaching
  • concept definition
  • visual representation


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