Erich wrote: << those of us that value the moore method (having students prove ALL the results of a course, as well as discover some of them for themselves) know the value in assigning exercises of the form: "prove the following or find a counterexample". assign enough of these, and the student reflexively will know that any "stated truth" is suspect until proven. those of you have not tried the moore method, don't knock it until you try it. you cover far less material, but the students understand it much better because they "own" it.

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My one exposure to the Moore method was very positive. It was in a summer NSF math program just before senior yr. of college -- 1967 -- held at UC Riverside. (110 deg. F. every day in July & August!) The subject was, appropriately enough, point-set topology, and it was totally engaging. The main teacher -- or should I say facilitator? -- was Robert F. Jolly, who'd been nurtured in the "Texas topology" environment. --Dan _____________________________________________________________________ "It don't mean a thing if it ain't got that certain je ne sais quoi." --Peter Schickele