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Abstract
In an empirical study, the impact of exposing Linear Algebra students to a ‘Transparent Pseudo-Proof’ (TPP) of theorems was compared to that of exposing a comparable group of students to the formal proof of the same theorems. Following an analysis of the quantitative data collected in 36 sessions, this paper suggests a distinction between the benefit from employing TPPs to the teaching and learning of algorithmic proofs and that of employing TPPs to non-algorithmic proofs. Based upon analyses of the qualitative data gathered employing several tools, this paper discusses the particular advantages of employing TPPs to non-algorithmic proofs.