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Lutzer, Carl V. – PRIMUS, 2005
Especially in their first upper-division mathematics courses, students often have trouble with proofs; and sometimes they object, "This is hard. I do not get it. Why am I doing this?" Though symptomatic of emotional reaction to difficulty, at its heart this is a legitimate question and it deserves a legitimate answer. This article offers one such…
Descriptors: Mathematics Education, Mathematical Logic, Validity, Emotional Response