The book starts with a preface describing the origin of the book, its focus being on counting exercises rather than fundamental issues of calculus. The main aim is, according to the author, to give an intuition for the subject and help students build up their confidence by providing them with counterexamples. The book then presents some of the simplest counterexamples in calculus, starting with the familiar quadratic equation for functions of a single number a b, c, with a fixed angle a(x), and time t(x). These illustrations help the reader see how the simple expressions for a function f(a b) can be formulated using only elementary properties of a real-valued function f(x).

A set of three additional single figures and integral calculus examples form the second part of the book. These counterexamples begin with an explanation of why the student should not feel compelled to accept an incorrect statement in the Taylor equation example, which states that for every tangent of the value of the corresponding tangent y is equal to the first derivative of x. The authors explain that students are being given an incorrect statement because they are being asked to make an assumption that is not relevant to their problem. Further problems include why the student should not make the assumption that for every real number n the discrete solution to the equation x = n is equal to the discrete integral function C(n). And finally, in the third example the author shows why it is inappropriate to use multiplication when solving the quadratic equation by dividing by division.

The last section of the text consists of seven examples that relate to topics that are studied throughout the text. All the examples begin with one or more definitions of terms. Afterward the author explains how to express each definition in terms of a single integral equation, then gives the definition and illustrates how it is used in practice. Finally, she presents an incorrect statement from the perspective of algebraic formulas and improper integration. She concludes the section with a word-count check of each example, making sure to document the intended meaning of each term.

The first set of counterexamples in calculus includes the well-known trigonometric function, the log function, and the cotangent function. The author defines the terms and then uses the examples to demonstrate their meanings. She starts with a simple real function, the tangent to a curved line on a graph, to show how to integrate a function that has no beginning and no end with a series of derivatives. The second set of counterexample starts similar to the first but uses a quadratic formula instead of a real function. The third set uses the Taylor rule to show that the derivatives of a function are also functions of time and serves to illustrate the difficulty of proving properties of a non-tangible concept.

The next two examples in this set of counterexamples in calculus include the monotone function and the hyperbola. In the first example, the author defines the monotone function and the integral calculus integral equation; she then uses the monotone function to demonstrate the differentiability of the hyperbola. The second example uses the hyperbola to prove the differential of the tangent and the function. In the last example, the author uses the tangent and the integral formula to prove the differentiability of the parabola.

The last set of counterexample in this set of five examples in calculus utilizes the Taylor rule to show that the function f(x) which satisfies the property given by the Taylor Formula is continuous on the real line. For this example, the author substitutes the Taylor Formula f(x) for the variable a assumes infinite numbers of unequal variables, and substitutes t(a b, c) for t. Next, she substitutes the function f(x) for the integral formula of the parabola. Then she solves for the variable x, taking the derivative of the function f(x) as her input.

As one can see from the above discussion, most, if not all, of the counterexamples in calculus can be solved using the Taylor Rule. One can even substitute a more sophisticated function for the function f(x), such as a Lagrange Equation, and solve for x without even needing to use the Taylor Formula. It is therefore important to remember that there are many differentiability of functions on (a b) where A, B, C, D are plotted on (a b) with each plot representing a differentiability of the function f(x). Therefore, one should always plot differentiability of the function f(x) using the Lagrange Equation and then solve for the variables a b, c, d. This will allow one to evaluate solutions of equations such as those involving integral functions, Taylor Formula, or even other calculus concepts. Furthermore, it will allow one to learn more about the differentiability of functions on (a b) where the student can then plot differentiability of their own function on (b, c) and so on…