Abstract
Problem Statement: A proof is a notoriously difficult mathematical concept for students. Empirical studies have shown that students emerge from proof-oriented courses such as high-school geometry, introduction to proof, complex and abstract algebra unable to construct anything beyond very trivial proofs. Furthermore, most university students do not know what constitutes a proof and cannot determine whether a purported proof is valid. A proof is a convincing method that demonstrates with generally accepted theorem that some mathematical statement is true and each proofs step must follow from previous proof steps and definition that have already been proved. To motivate students hating proofs and to help mathematics teachers, how a proof can be taught, we investigated in this study the idea of mathematical proofs. Approach: To tackle this issue, the modified Moore method and the researcher method called Z.Mbaïtiga method are introduced follow by two cases studies on proof of triple integral. Next a survey is conducted on fourth year college students on which of the proposed two cases study they understand easily or they like. Results: The result of the survey showed that more than 95% of the responded students pointed out the proof that is done using details explanation of every theorem used in the proof construction, the case study2. Conclusion: From the result of this survey, we had learned that mathematics teachers have to be very careful about the selection of proofs to include when introducing topics and filtering out some details which can obscure important ideas and discourage students.
Highlights
When making a comparison between mathematics and other subject, we can say with certainty that in mathematics things are proved; while in other subjects they are not
This statement needs certain qualifications, but it does express the difference between mathematics and other sciences
Why a is equal to 5 and b equal to 12? Instead of 3 and 6? If a is equal to 3 and b equal to 6 really Eq.1 can be proved? The idea behind these questions is that, mathematics is not about answers, it is about processes to understand why a result is true, the importance of proof
Summary
When making a comparison between mathematics and other subject, we can say with certainty that in mathematics things are proved; while in other subjects they are not. This statement needs certain qualifications, but it does express the difference between mathematics and other sciences. The ancient Greeks have found that in arithmetic and geometry it is possible to prove that results were true. They have found that some truths in mathematics were obvious and that many of the others could be shown to follow logically from obvious ones. For example: let a and b of Fig.1a be 5 and 12 in Fig.1b, find the value of c prove that Eq 1 is true
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
