Training Booklet

Download as pdf or txt
Download as pdf or txt
You are on page 1of 3

You will now be given self-explanation training which may help you understand

mathematical proofs better. You should read the information carefully and make sure you
understand how to self-explain by the time you reach the end of this section.

Self-Explanation
The “self-explanation” strategy has been found to enhance problem solving and comprehen-
sion in learners. To improve your understanding of a proof, there are a series of techniques
you should apply after reading each line:
 Try to identify and elaborate the main ideas in the proof.
 Attempt to explain each line presented to you in terms of previous ideas. These may
be ideas from the information in the proof, examples from previous theorems/proofs or
ideas from your own prior knowledge of the topic area.
 You should raise any questions that may arise when presented with new information
that may contradict your current understanding.
Before proceeding to the next line of the proof you should ask yourself the following:
 Do I understand the ideas used in that line?
 Do I understand why that idea has been used?
 How does this idea link to other ideas in the proof/other theorems/prior knowledge that
I may have?
 Does the self-explanation I have generated help to answer the questions that I am
asking?
You will now find an example of possible self-explanations generated by students when trying
to understand a proof presented to them. Please read the example carefully in order to help
you understand how to use this strategy in your own learning.

2
An Example
Theorem:
No odd integer can be expressed as the sum of three even integers.

Proof:

(L1) Assume, to the contrary, that there is an odd integer x, such that x = a + b + c, where
a, b, and c are even integers.
(L2) Then a = 2k, b = 2l, and c = 2p, for some k, l, p integers.
(L3) Thus x = a + b + c = 2k + 2l + 2p = 2(k + l + p).
(L4) It follows that x is even; a contradiction.
(L5) Thus no odd integer can be expressed as the sum of three even integers. 

After reading this proof, one student made the following self-explanations:

 This proof uses the technique of proof by contradiction.


 Since a, b and c are even integers, we have to use the definition of an even integer, which
is used in line 2.
 The proof then replaces a, b and c with their respective definitions in the formula for x.
 The formula for x is then simplified and is shown to satisfy the definition of an even
integer also; a contradiction.
 Therefore, no odd integer can be expressed as the sum of three even integers.
You must also be aware that the self-explanation strategy is not the same as monitoring or
paraphrasing. These two methods will not help your learning to the same extent as self-
explanation.

Paraphrasing
“a, b and c have to be positive or negative, even whole numbers”
There is no self-explanation in this statement. No additional information is added or linked.
The student merely uses different words to describe what is already represented in the text
by the words “ even integers”. You should avoid using such paraphrasing during your own
text comprehension. Paraphrasing will not help your understanding of the text as much as
self-explanation will.

3
Monitoring
“OK, I understand that 2(k + l + p) is an even integer.”
This statement simply shows the student’s thought process. It is not the same as self-
explanation where the student relates the sentence to additional information in the text or
prior knowledge. Please concentrate on self-explanation rather than monitoring.

A possible self-explanation of the same sentence would be:


“OK, 2(k + l + p) is an even integer because the sum of 3 integers is an integer and 2 times
an integer is an even integer.”
In this example the student identifies and elaborates the main ideas in the text. They use
information that has already been presented to them to help with their understanding of
how the proof is logically connected. This is the approach you should take after reading
every line of a proof in order to improve your understanding of the material.

Practice
Please now read this short proof and self-explain each line, either in your head or by
making notes in the space below the proof, using the training you have been given.
Theorem:
There is no smallest positive real number.
Proof:

(L1) Assume, to the contrary, that there exists a smallest positive real number.
(L2) Therefore, by assumption, there exists a real number r such that 0 < r < s where s is
any other positive real number.
r
(L3) Consider m = .
2
(L4) Clearly, 0 < m < r.
(L5) Therefore, this is a contradiction since m is a positive real number that is smaller
than r.
(L6) Thus there is no smallest positive real number. 

You might also like