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2 votes
3 answers
253 views

How to prove, without the LOTUS formula, to student that $V[aX+b]= a^2 V[X]$?

4 votes
1 answer
126 views

When teaching an upper-level proof based course, what criteria do you use to determine which and how many problems to assign?

2 votes
1 answer
221 views

About a difficult exercise for 12 years pupils

15 votes
6 answers
5k views

I want a "true" proof by contradiction of an implication $P \Rightarrow Q$

9 votes
3 answers
569 views

Best practices for Proof Revision/ Proof Portfolio?

17 votes
7 answers
769 views

Unique steps leading to a non-unique answer

12 votes
11 answers
4k views

Does a proof by induction have to explicitly refer to the principle of mathematical induction?

7 votes
1 answer
679 views

Bridging the gap between students' intuitive problem-solving abilities and expressing ideas through formal writing

6 votes
3 answers
308 views

What to do with "wild goose chase" or "quantum leap"-types of incorrect solutions when you ask students to prove/show something?

23 votes
8 answers
2k views

What are some good low-prerequisite examples for the heuristic advice "If you cannot prove it, prove something stronger."?

1 vote
1 answer
131 views

Idea of using LLMs to help communicate ideas in math

1 vote
1 answer
207 views

Identifying Trigonometrical proofs

3 votes
2 answers
96 views

Utillizing Lakatos' "Proofs and Refutations" in Secondary Education

4 votes
7 answers
329 views

How to convince a student without calculus that great circles are geodesics in a sphere?

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