2
votes
3answers
682 views

Assessing effectiveness of (epsilon, delta) definitions [closed]

There is much discussion both in the education community and the mathematics community concerning the challenge of (epsilon, delta) type definitions in calculus and the student reception of them. The ...
1
vote
0answers
451 views

Arguments against Reductio ad Absurdum [closed]

Could Reductio ad Absurdum not be consireded a valid proof method? Are there any compelling arguments against it, or at it's favor? I feel like I am assuming some metamathematical hypothesis about my ...
3
votes
2answers
938 views

Is beauty at the high school level even possible? [closed]

This question is a follow up to 74841, and follows from a suggestion by Gian-Carlo Rota that beauty as judged by the educated public differs from that experienced by mathematicians (he gives Euclidean ...
7
votes
6answers
920 views

Seemingly emergent structures in mathematics

I rather suspect that this must have come up here on MO already, but my handful of searches didn't turn up the thread, so... I'm curious about examples of mathematical structure that seems to arise ...
11
votes
6answers
915 views

Reasons for the importance of planarity and colorability?

Could it have been foreseen that - exemplarily - planarity and colorability would turn out to be such important concepts in graph theory (there's almost no textbook on graphs without two chapters ...
9
votes
3answers
976 views

Is formal proof (formalized mathematics) interesting to practicing mathematicians? To educators? [closed]

Formalizing mathematical proofs so that they can be checked for correctness and manipulated by computer is a recurrent proposal, most notably stated in the QED manifesto (1994). The December 2008 ...