Proofs: Teaching and testing—a tragedy in three acts

Geoff Smith; Peter Petocz

doi:10.1080/0020739940250118

Proofs: Teaching and testing—a tragedy in three acts

Geoff Smith, Peter Petocz

Research output: Contribution to journal › Article › peer-review

4 Citations (Scopus)

Abstract

This article discusses the nature of mathematical proof, the problems of communicating and teaching proofs and the important part played by the methods of assessment in students' choice of learning strategies. The traditional method of asking students to reproduce theorems and proofs in examinations simply encourages rote learning. Examples are given of alternative methods of assessment within the confines of the traditional examination system.

Original language	English
Pages (from-to)	139-148
Number of pages	10
Journal	International Journal of Mathematical Education in Science and Technology
Volume	25
Issue number	1
DOIs	https://doi.org/10.1080/0020739940250118
Publication status	Published - 1994
Externally published	Yes

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10.1080/0020739940250118

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Proofs: Teaching and testing—a tragedy in three acts

Abstract

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