On Mon, Oct 15, 2012 at 3:00 PM, Robert Hansen <email@example.com> wrote:
> > On Oct 15, 2012, at 1:04 PM, Louis Talman <firstname.lastname@example.org> wrote: > > > The ability to do so is important, because proof is central to > mathematics. Those who can't distinguish between good argument and bad > argument certainly ought not to be teaching mathematics. Even those who > *can* do so but don't understand that proof is central to mathematics (and > this includes many who mistakenly think that they want to major in > mathematics) ought not to teach mathematics. (And the reason, I suspect, > that the latter category includes so many who discover too late that they > don't really want to study mathematics, is that too many of them make it > through to become mathematics teachers. Allegedly, anyway.) > > > Agreed. > > > The aim of the test seems to be to test whether students can differentiate > good arguments from bad arguments. > > > The aim? The target is fine (as you wrote above), the aim is very poor. A > survey format? > > I would have asked... > > 1. Is this proof correct? > 2. If not, why?-- >
As usual, you asked something other than what you meant. You asked if the test "is mathematics". It most certainly is.
Whether it's a good test of mathematics is quite another question, and one you didn't ask.
--Louis A. Talman Department of Mathematical and Computer Sciences Metropolitan State College of Denver