Abstract
Proving is sometimes thought to be the aspect of mathematical activity most resistant to the influence of technological change. While computational methods are well known to have a huge importance in applied mathematics, there is a perception that mathematicians seeking to derive new results are unaffected by the digital era. The reality is quite different. Digital technologies are influencing the way mathematicians work together and the way they go about proving.
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Acknowledgements
We would like to thank all the authors for contributing their time and expertise to this book. We wish to acknowledge the referees for their thoughtful and constructive reviews. Many authors also served as referees; their double task is highly appreciated.
Special thanks go to Arleen Schenke, Hardy Grant, and Ed Barbeau for their stylistic polishing of some of the chapters and for their most helpful editorial advice.
Thanks are due to the Journal of Automated Reasoning for permission to reproduce the article “A Fully Automatic Theorem Prover with Human-Style Output” by M. Ganesalingam and W. T. Gowers.
We wish to acknowledge the generous support of the Social Sciences and Humanities Research Council of Canada.
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Hanna, G., Reid, D., de Villiers, M. (2019). Proof Technology: Implications for Teaching. In: Hanna, G., Reid, D., de Villiers, M. (eds) Proof Technology in Mathematics Research and Teaching . Mathematics Education in the Digital Era, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-030-28483-1_1
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DOI: https://doi.org/10.1007/978-3-030-28483-1_1
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