Okay, lookagain -- I'm not familiar with that terminology. Is this distinction important,
at the introductory level?
Regardless of the level it is important. If the problem is to find a "critical point" for the graph,
then they should have the expectations of reporting (x, y) answers.
I just don't see it used.Let's google keywords definition critical point calculus
At the top of the results, I see a definition insert.
It says, "…critical point of f is x = 0."Let's check the first link (Paul's Online Notes).
It says, "…x=c is a critical point of the function f(x)…"Let's check the second link (Wikipedia).
It says, "…f(x) has a critical point x0 with critical value y0…"
I don't use popular results as the ones above to gauge what I teach/tutor the students in.
This is the language that I've seen in introductory courses, texts, lectures, and material
.Maybe, it's another case of mushy communication in mathematics.
But, as it seems to me, a majority refer to values of x when talking about critical points, so I do also.
The definitions given for googling are mixed, and with the large sample I looked at,
the majority reflect the x-value. However, your reasoning to "follow the herd"
because of that is not a logical justification.
Regarding the OP, the > > > number 2 < < < is not even in the domain of function f;
the point (2,f(2)) does not exist. Even so, I'm confident that most people would say,
"x=2 is a critical point" because f'(2) does not exist.
1) I would expect students to parrot their instructors and state it this way.
2) I noticed you used the phrase "number 2." I would play off that then and
state that "x = 2 is a *critical number*."