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The way the course is conducted varies from instructor to instructor, but the content of the course is usually presented in whole or in part by the students themselves. Instead of using a textbook, the students are given a list of definitions and, based on these, theorems which they are to prove and
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When a flaw appeared in a 'proof' everyone would patiently wait for the student at the board to 'patch it up.' If he could not, he would sit down. Moore would then ask the next student to try or if he thought the difficulty encountered was sufficiently interesting, he would save that theorem until
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When the class returned for the next meeting he would call on some student to prove
Theorem 1. After he became familiar with the abilities of the class members, he would call on them in reverse order and in this way give the more unsuccessful students first chance when they did get a proof. He was
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After stating the axioms and giving motivating examples to illustrate their meaning he would then state some definitions and theorems. He simply read them from his book as the students copied them down. He would then instruct the class to find proofs of their own and also to construct examples to
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Having selected the class he would tell them briefly his view of the axiomatic method: there were certain undefined terms (e.g., 'point' and 'region') which had meaning restricted (or controlled) by the axioms (e.g., a region is a point set). He would then state the axioms that the class were to
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Moore would begin his graduate course in topology by carefully selecting the members of the class. If a student had already studied topology elsewhere or had read too much, he would exclude him (in some cases, he would run a separate class for such students). The idea was to have a class as
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homogeneously ignorant (topologically) as possible. He would usually caution the group not to read topology but simply to use their own ability. Plainly he wanted the competition to be as fair as possible, for competition was one of the driving forces.
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present in class, leading them through the subject material. The Moore method typically limits the amount of material that a class is able to cover, but its advocates claim that it induces a depth of understanding that listening to lectures cannot give.
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The students were forbidden to read any book or article about the subject. They were even forbidden to talk about it outside of class.
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202:(1977) claim that, "this method is reminiscent of a well-known, old method of teaching swimming called 'sink or swim' ".
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214:"I hear, I forget. I see, I remember. I do, I understand." (Chinese proverb that was a favorite of Moore's. Quoted in
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show that the hypotheses of the theorems could not be weakened, omitted, or partially omitted.
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next time and go on to the next unproved theorem (starting again at the bottom of the class).
211:"That student is taught the best who is told the least." Moore, quote in Parker (2005: vii).
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Cohen, David W., 1982, "A modified Moore method for teaching undergraduate mathematics",
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flexible with this procedure but it was clear that this was the way he preferred it.
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Chalice, Donald R., 1995, "How to teach a class by the
Modified Moore Method."
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Hersh, Reuben and John-Steiner, Vera, 1977, "Loving + Hating
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when he began teaching there in 1911. (Zitarelli, 2004)
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322:to biographical material and the Moore method.
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257:Jones, F. Burton, 1977, "The Moore method,"
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