Proofs: Teaching and testing—a tragedy in three acts

Geoff Smith, Peter Petocz

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)


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 languageEnglish
Pages (from-to)139-148
Number of pages10
JournalInternational Journal of Mathematical Education in Science and Technology
Issue number1
Publication statusPublished - 1994
Externally publishedYes


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