Math Methods: Proving Equations & Formulas

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Discussion Overview

The discussion revolves around the challenges of proving mathematical equations and formulas, particularly in the context of a Math Methods class. Participants explore various approaches to understanding and constructing mathematical proofs, as well as the role of definitions and logical reasoning in this process.

Discussion Character

  • Exploratory
  • Technical explanation
  • Conceptual clarification
  • Debate/contested
  • Homework-related
  • Mathematical reasoning

Main Points Raised

  • Some participants suggest that mathematical proof is an art that can be taught and is developed through hands-on experience.
  • There is a notion that mathematical taste plays a role in the ability to prove concepts effectively, with references to prominent mathematicians.
  • A participant emphasizes the importance of understanding definitions and the meanings of terms in constructing proofs.
  • Learning by example, such as reading proofs in textbooks, is proposed as a beneficial method for grasping proof techniques.
  • Various proof techniques are mentioned, including direct proof, contrapositive proof, proof by contradiction, and proof by induction.
  • Some participants share recommendations for introductory books on proofs, highlighting personal experiences with specific texts.
  • There is a recognition that mentorship can be crucial in learning to write proofs, as it provides guidance and feedback on errors and methods.

Areas of Agreement / Disagreement

Participants express a range of views on the nature of mathematical proof and the best ways to learn it. While there are shared suggestions for resources and approaches, no consensus is reached on a singular method or understanding of proving equations and formulas.

Contextual Notes

Some discussions highlight the subjective nature of mathematical taste and the variability in personal experiences with proof writing resources. There are also references to the importance of definitions, which may depend on the specific context of the proofs being discussed.

Who May Find This Useful

This discussion may be useful for students struggling with mathematical proofs, educators seeking teaching strategies, and anyone interested in the philosophical and practical aspects of mathematical reasoning.

Astronomer107
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Mathematical Proof?

Can anyone tell me how to prove things mathematically? I'm not sure you can because I'm convinced that proving equations and formulas is something that you just see how to do if you are intelligent (if that is the case, then I must be stupid). I have trouble with this in my Math Methods class. If you can help, thank you!
 
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It's an art that can be taught, and is in graduate math departments. Largely it's taught by hands on proving.

Some are better at it than others. this is partly but not at all entirely based on intelligence. There's the usual force quality (passive intellect gets you nowhere) and a not very well understood quality called mathematical taste, which goes to the selection of problems to study. Leading people like Witten and Smale have enormous mathematical taste - seemingly everything they touch turns to gold, which suggests they have a talent for finding gold-turning topics in the big universe of all topics.
 


Originally posted by Astronomer107
Can anyone tell me how to prove things mathematically? I'm not sure you can because I'm convinced that proving equations and formulas is something that you just see how to do if you are intelligent (if that is the case, then I must be stupid). I have trouble with this in my Math Methods class. If you can help, thank you!

Claim: Astronomer107 = Noob.

Proof: Let o = 0,

Astronomer107 = N00b = 0.

0 = 0.

QED.
 
How constructive...I'm sure he learned a lot from that, Prudens.
 
the first step in learning to prove things mathematically is to discipline yourself to learn the definitions of the terms. proof means deriving the conclusion from the definition of the concept, or from another previously proved result.

The primary problem in doing a proof is not knowing the meaning of the words in the statement, i.e. the definitions.

Thus when asked to prove that every dweeb is a doofus, ask first for the precise definition of a dweeb. then ask for the definition of a doofus, then think about how to connect the two.

(By the way every mathematician may be a dweeb but not all mathematicians are doofuses. Thus in fact it is false that every dweeb is a doofus, assuming there exists at least one mathematician.)

If this makes sense to you you are on your way to proving theorems.
 
Read the math proofs in your textbook. Learning by example is the best method.
 
There are a ton of good books usually called something like: Introduction to abstract mathematics, or Writing Proofs or something of the like. They all introduce sentential and predicate logic in order to demonstrate the logical structure of theorems and their proofs.

This is important since there isn't just one way to prove something, you could use a direct proof, a contrapositive proof (my favorite), proof by contradiction, or proof by induction.

Its also good to be come aware of the quantifers in a theorem you want to prove. Then you'll be able to screw around with the theorem (especially if proving it by contrapositive or contradiction) without bunging it up. You will have noticed by now that Analysis for example is loaded with quantifiers.

Kevin
 
PrudensOptimus said:
Claim: Astronomer107 = Noob.

Proof: Let o = 0,

Astronomer107 = N00b = 0.

0 = 0.

QED.
Claim: 1a = 2a for all a.

Proof, let a = 0

1*0 = 0, 2*0 = 0

0=0

QED

Unfortunately multiplying 2 functions by 0 proves nothing. (Oh dear I'm starting to pun like my friend)
 
My favorite intro to proofs book in high school was Principles of Mathematics, by Allendoerfer and Oakley, of which used copies may exist. An excellent recent book also written for high school, but that I find appropriate for college intro to proof courses is Geometry, by Harold Jacobs.

They have light hearted stuff on proofs and logic from Lewis Carroll that kids enjoy. In thatm spirit I gave my class the sentence: "For every man there is a wopman who can love him" to negate. One answered with "there are some men no woman can love, and you got that right!"

My experience with the many recent books on proof writing for college, is pretty discouraging. I do not like most of them I have seen. If a few that people have used successfully were mentioned by name I would benefit.
 
  • #10
mathwonk said:
My experience with the many recent books on proof writing for college, is pretty discouraging. I do not like most of them I have seen. If a few that people have used successfully were mentioned by name I would benefit.

Well I used Proofs and Fundamentals by Ethan D. Bloch. I used this text at the same time that I took a course in logic out of Logic and Philosophy by Paul Tidman and Howard Kahane. I liked the combination quite a bit.

The tricky thing about proofs however is that a mentor is really necessary. A professor can catch little errors, help a student clean up their proofs, recommend better methods and a lot of other little stuff.

Kevin
 
  • #11
thanks for the suggestions Kevin. I made a note of them.

roy
 

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