EDUCATION FORUM 1 Loops and Induction Proofs It is with a sigh that many instructors approach a theory class, especially at the undergraduate level. While many of us actually really enjoy teaching theory and like to find new ways to enliven the material, we still harbor the nagging feeling that the students would rather be programming. The common lore is that the theory course is the most difficult course in the curriculum, and many students--in spite of our best efforts--apparently walk away from it with little understanding of its relevance to the very activity that they would rather be doing. In spite of the mental roadblock that many students erect to theory, the actual results of the theory of computing, such as the existence of unsolvable and intractable problems, can be made quite interesting and even enticing to students. But then comes the part that always seems the most difficult to motivate: proofs. How do we get students to be able to recognize what constitutes a proof and what does not? How do we impart to them the sense of closure t h a t a well-done proof gives to a conjecture? And, hardest of all, how do
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Education forum: loops and induction proofs
Ross, Rockford J.
Follow ACM SIGACT News
, Volume 27 (4)
Association for Computing Machinery – Dec 1, 1996
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