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Download full textSelden, Annie; Selden, John – Online Submission, 1999
Mathematics departments rarely require students to study very much logic before working with proofs. Normally, the most they will offer is contained in a small portion of a "bridge" course designed to help students move from more procedurally-based lower-division courses (e.g., abstract algebra and real analysis). What accounts for this seeming…
Descriptors: Mathematics Instruction, Memory, Logical Thinking, Mathematical Logic
