# Tagged Questions

**2**

votes

**3**answers

668 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

**0**answers

450 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

**2**answers

930 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

**6**answers

915 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

**6**answers

909 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

**3**answers

970 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 ...