I have gotten into the habit of giving three monthly exams in addition to a cumulative final exam in my math classes. Aside from the assessment information (collected in addition to weekly homework and sometimes monthly projects) I find that the process of preparing the students for an exam to be a wonderful time to encourage them to see the bigger picture. Part of that comes from looking at a topic again after some time has passed; part of that comes from realizing when two topics are instances of the same pattern.
Mathematics as a discipline teaches accountability. Every claim, whether it be a computation result or a statement (theorem) about how things work is accountable. We teach this accountability developmentally, with lower expectations at the beginning, and sometimes folk who study mathematics casually don't understand this. In my multivariable calculus classes, which I teach most frequently, I usually phrase my expectations as "give me a reason to believe your answer", citing my time working at an investment bank where my recommendations had financial repercussions and my supervisor never took my word for anything. In higher-level mathematics classes such as Abstract Algebra or Analysis I can be more explicit: these are the things we all agree to assume, these are the proof techniques which we understand; can you make an argument that convinces the community who have accepted those axioms and rules of inference that what you claim is true? We work hard to remove the ego fro...
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