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Students are used to other people being the source of truth.

Even in an algebra class, they will do something like this:

$(x + 3)^2 = x^2 + 9$

and then ask me if it is correct, or if it actually goes a different way. The implication is that I know the truth and they cannot know it without me. My goal then becomes the following: show the students that they can independently identify objective truths.

So, I think the answer here is the same as it is there: Regardless of what is printed in some book or another, the correctness of a proof is essentially an objective fact -- one that they must learn to measure themselves. This is a difficult point! The students may rebel and use the book as evidence that the truth is in fact subjective, determined by a semi-arbitrary grader. This is the underlying misunderstanding to dispel.

Students are used to other people being the source of truth.

Even in an algebra class, they will do something (incorrect, at least in the common context) like this:

$(x + 3)^2 = x^2 + 9$

and then ask me if it is correct, or if it actually goes a different way. The implication is that I know the truth and they cannot know it without me. My goal then becomes the following: show the students that they can independently identify objective truths.

So, I think the answer here is the same as it is there: Regardless of what is printed in some book or another, the correctness of a proof is essentially an objective fact -- one that they must learn to measure themselves. This is a difficult point! The students may rebel and use the book as evidence that the truth is in fact subjective, determined by a semi-arbitrary grader. This is the underlying misunderstanding to dispel.

From the comments: Just in case any badly informed students come along this forum and think this sum is actually correct: it's not.

The real answer is x² + 6x + 9. (a + b)² = a² + 2ab + b²

Students are used to other people being the source of truth.

Even in an algebra class, they will do something like this:

$(x + 3)^2 = x^2 + 9$

and then ask me if it is correct, or if it actually goes a different way. The implication is that I know the truth and they cannot know it without me. My goal then becomes the following: show the students that they can independently identify objective truths.

So, I think the answer here is the same as it is there: Regardless of what is printed in some book or another, the correctness of a proof is essentially an objective fact -- one that they must learn to measure themselves. This is a difficult point! The students may rebel and use the book as evidence that the truth is in fact subjective, determined by a semi-arbitrary grader. This is the underlying misunderstanding to dispel.

Students are used to other people being the source of truth.

Even in an algebra class, they will do something like this:

$(x + 3)^2 = x^2 + 9$

and then ask me if it is correct, or if it actually goes a different way. The implication is that I know the truth and they cannot know it without me. My goal then becomes the following: show the students that they can independently identify objective truths.

So, I think the answer here is the same as it is there: Regardless of what is printed in some book or another, the correctness of a proof is essentially an objective fact -- one that they must learn to measure themselves. This is a difficult point! The students may rebel and use the book as evidence that the truth is in fact subjective, determined by a semi-arbitrary grader. This is the underlying misunderstanding to dispel.

Students are used to other people being the source of truth.

Even in an algebra class, they will do something like this:

$(x + 3)^2 = x^2 + 9$

and then ask me if it is correct, or if it actually goes a different way. The implication is that I know the truth and they cannot know it without me. My goal then becomes the following: show the students that they can independently identify objective truths.

So, I think the answer here is the same as it is there: Regardless of what is printed in some book or another, the correctness of a proof is essentially an objective fact -- one that they must learn to measure themselves. This is a difficult point! The students may rebel and use the book as evidence that the truth is in fact subjective, determined by a semi-arbitrary grader. This is the underlying misunderstanding to dispel.

From the comments: Just in case any badly informed students come along this forum and think this sum is actually correct: it's not.

The real answer is x² + 6x + 9. (a + b)² = a² + 2ab + b²

Students are used to other people being the source of truth.

Even in an algebra class, they will do something like this:

$(x + 3)^2 = x^2 + 9$

and then ask me if it is correct, or if it actually goes a different way. The implication is that I know the truth and they cannot know it without me. My goal then becomes the following: show the students that they can independently identify objective truths.

So, I think the answer here is the same as it is there: Regardless of what is printed in some book or another, the correctness of a proof is essentially an objective fact -- one that they must learn to measure themselves. This is a difficult point! The students may rebel and use the book as evidence that the truth is in fact subjective, determined by a semi-arbitrary grader. This is the underlying misunderstanding to dispel.