When a teacher tells a student to prove a theorem φ, it almost feels like he’s saying, “You believe φ. Now, argue that φ is true.” It just happens to be a particular kind of argument.
Comments
Log in with your Bluesky account to leave a comment
There are multiple aspects of an argument. When a teacher expects different, equally correct answers from different students, he is acting as though mathematical argument has that aspect, even though this may not always be the case.
But the possibility of multiple different subtask paths is not what makes a task subjective. It’s simply not the definition. On the other hand, we might say that this aspect is *one of* the aspects of a subjective task.
If he has a fine-grained proof in the back of his mind, it isn’t a feeling or opinion that makes the C1 mathematician state that a high-level proof is correct. It’s those more atomic facts.
Comments