Undergraduate mathematics students see a lot of written proofs. But how much do they learn from them? Perhaps not as much as we would like; every professor knows that students struggle to make sense of the proofs presented in lectures and textbooks. Of course, written proofs are only one resource for learning; students also attend lectures and work independently or with support on problems. But because mathematics majors are expected to learn much of their mathemat- ics by studying proofs, it is important that we understand how to support them in reading and understanding mathematical arguments.
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