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The Examining examples can be help students understand definitions.While a
square may be defined as a quadrilateral with four equal sides and one right angle,seeing concrete examples of squares of various sizes, as well as considering rectangular non-examples, can help children clarify the notion of square. When we teach linear algebra and introduce the concept of subspace, we often provide examples and non-examples for students. We may point out that the polynomials of degree less than or equal to two form a subspace of the space of all polynomials,whereas the polynomials of degree two do not. Is the provision of such examples always desirable? Would it perhaps be better to ask undergraduate students to provide their own examples and non-examples? Would they be able to? Given a false conjecture, would students be able to come up with counterexamples? Several studies shed light on these questions.
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The Examining examples and mathematics
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"The Examining examples and mathematics", International Journal for Research Trends and Innovation (www.ijrti.org), ISSN:2456-3315, Vol.11, Issue 2, page no.a737-a742, February-2026, Available :http://www.ijrti.org/papers/IJRTI2602100.pdf
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2456-3315 | IMPACT FACTOR: 8.14 Calculated By Google Scholar| ESTD YEAR: 2016
An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.14 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator