Active Learning Ideas for the Transition to Proofs Course

Abstract

This article presents several activities suitable for a transition to proofs course. In addition, this article surveys literature in support of active learning in the transition to proofs course and discusses how these activities have been successfully implemented in one such course.

Keywords:

• Active learning
• logic
• proofs
• transition course

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author(s).

BIOGRAPHICAL SKETCH

Michael Smith earned a Ph.D. in non-associative algebra from the University of Virginia in 2006. He has spent the last decade teaching at Lycoming College in Williamsport, PA, where he has incorporated the tradition of Fun Fridays in all of his classes. His Fun Fridays are known for pushing students out of their comfort zones, and he encourages all students to breathe deeply, cry boldly, and suffer well as they face their academic and personal challenges.

Additional information

Funding

I would like to thank Lycoming College for allowing me to teach Foundations of Mathematics, for giving me the latitude to design, implement and refine these activities, and for supporting this work as a sabbatical project [Sabbatical Leave, Fall 2021]. This paper would not have been possible without their support.