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Often proofs may involve multiple lines of routine symbolic manipulation (e.g. taking derivatives, applying routine identities, or routine algebraic manipulations) which are distracting + tedious.

How should these be written? Too many lines drowns the information out. But I find that too few lines do not show the reader the correctness; it basically says "you can derive this routinely; either trust me, or do it yourself."

More importantly, I find that if I write too few lines, I end up making mistakes. Even if the operations are routine, even just combining like terms, doing it in my head is error prone.

What I often do is write out each line, each step, one by one, and then comment out most of the lines. Which ones do I leave? I have no rule - it is almost random.

Is there a good way to select which intermediate steps to show? Or, even better, a way to organize the manipulations to highlight how they're done?

How do you write the proof so that the manipulations required are clear, but you do not drown the proof out in trivialities?

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    $\begingroup$ Published work will gloss over some things; for homework, especially undergrad homework, it’s best to show your steps more fully. $\endgroup$ Commented Oct 22 at 0:37
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    $\begingroup$ Perhaps you could include the detailed calculations in an appendix. Also if you're writing online, you can use expandable sections as in Wikipedia articles. $\endgroup$ Commented Oct 22 at 3:46
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    $\begingroup$ I second the answer that said "So, I'd suggest not to do any economy of them in your personal drafts. Once you agree with yourself that they are what they were supposed to be, then you can afford not to bother the readers with them". However, this is probably a minority opinion, but I think those details you worked through for yourself should still be available to a struggling reader, perhaps in the form of an appendix of small tedious calculations (at the end, or in a foldable/expandable section as Tob Ernack mentioned above) $\endgroup$ Commented Oct 22 at 20:57

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Know your audience.

I would say that the intended audience (or more generally, the context) matters more than the proof when considering how much detail to provide. Examples:

  1. The proof is purely for my own learning and benefit.
    $\rightarrow$ Insert all details.
  2. The proof is for a research paper in a physics journal.
    $\rightarrow$ Omit all routine algebra that requires at most a couple of lines. For longer routine derivations consider relegating it to supplementary material.
  3. The proof is for a group of students I am teaching.
    $\rightarrow$ Include all details on the first computation of a given type. Then invite students to fill in the details on similar subsequent computations, as a way of exercising the things they are learning.
  4. The proof is for a problem set I am being graded on.
    $\rightarrow$ Ask the professor/TA how much detail to insert. Different graders will expect differing levels of detail.

Now having emphasized that context/audience is key, a guideline I often use to know what counts as "routine" in a given situation is the following: Any step of a calculation that can obviously (to your audience) be carried out in several equivalent ways is routine. Any step that has to be done a specific way is worth mentioning.

Example: Suppose we are using the method of Lagrange multipliers to minimize a function $f(x,y) = 3x-4y$ subject to the constraint $g(x,y) := (x^2+y^2)^2 = 256$. Suppose further that our audience consists of students who are already familiar with Lagrange multipliers; perhaps this is just one step in a larger derivation. The steps for solving this problem are:

  1. Compute partial derivatives derivatives of $f$ and $g$. Since there are many possible ways to do this (e.g. different orders to arrange the computation; different derivatives rules one may employ), we will skip this step.
  2. A very useful simplification in this problem is to replace the constraint $(x^2+y^2)^2 = 256$ with the equivalent $(x^2+y^2) = 16$. Since this is a very specific way of reducing the complexity of the problem, I would mention this explicitly.
  3. Equate $\nabla f$ to $\lambda \nabla g$. This is the key step of using Lagrange multipliers, so we will show this step. In particular, we show the equations that we will next proceed to solve. In this case they are: $3 = 2\lambda x$, $-4 = 2\lambda y$, and $x^2 + y^2 = 16$.
  4. Now we solve the equations just presented. Again, this is routine and there are several ways of doing so. Hence, we just state the result: What are the possible solutions for $x,y,\lambda$? In this case, they are $(x_+ ,y_+,\lambda_+) = (12/5,-16/5,5/8)$ and $(x_- ,y_-,\lambda_-) = (-12/5,+16/5,-5/8)$.
  5. Finally, we check the solutions to find the minimum value of $f$. Again, there are multiple ways of doing the algebra to compute $f$, so omit those details. We should instead just state what are the two values of $f$ and observe which is the minimum. In this case $f(x_+,y_+) = 20$ and $f(x_-,y_-) = -20$, so the minimum is $-20$.

This is not a universal guideline for what steps of a calculation to show. Context and audience are always the key.

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    $\begingroup$ Very well put. A colleague said, “You can skip the details if your interlocutor is convinced that you could provide the details if necessary.” In Example 4, your interlocutor is going to be skeptical, especially about the parts of the exercise they are currently assessing. $\endgroup$ Commented Oct 22 at 1:54
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    $\begingroup$ Great answer and a great example. Also to illustrate the point: In a research paper (so option 2) with your example of minimizing that function, I would just state what and where the minimum is, and mention that it is a straightforward application of Lagrange multipliers. (If it is enough for the reviewer, it's enough for the reader. If the reviewer needs more steps, I would of course need to add them. Also as a reviewer I might want to check the calculations anyway so I would not use any extra steps given by the author.) $\endgroup$ Commented Oct 23 at 9:00
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In the folds of tedious steps/trivialities often the devil hides. So, I'd suggest not to do any economy of them in your personal drafts. Once you agree with yourself that they are what they were supposed to be, then you can afford not to bother the readers with them, and hence skip them in the more reader-oriented exposure focusing on the general outline/aim of your text/speech. The extent of this screening process is largely dependent on the audience you are targeting. And the more you get advanced, the more you can apply this screening process to your very same personal drafts, and so on (just like high jumpers step in the contests at higher and higher entry measures the more they improve their personal best record).

There will always be a certain level of "un-said" in any exposition. The important thing is that what's behind that curtain can always be verified in details if any in the audience rise a doubt.

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It depends on the proof.

For rearranging equations, you skip past all multiplying, adding , squaring, sqrting, etc. but leave roughly every third to fifth step, helping your reader to understand everything that’s going on.

Every new operation that you apply to the equation that isn’t rearranging then take note of all of those.

State theorems and other ‘stepping stones’ clearly and if you’re not sure about what you’re doing then always leave your steps in.

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There is no Single Answer to this. Preliminary thinking says to break it up.

Eg 1 : We may have "Premises ---- Very Long Computations ---- Conclusion" which will hide the core thinking.
Instead of that , we should break it up :
We have to make it "Premises ---- Lemma1" , "Premises ---- Lemma2" , "Premises + Lemma1 + Lemma2 ---- Conclusion"

That will make it easier to consider each layer individually , where the main matter will not get obscured or clouded.
It will enable readers to skip over things which can be skipped.

Eg 2 : When we have
$$X = \text{(Something)} + \text{(SomethingElse)} \times \text{(SomethingMore)} - \text{(SomethingElseMore)}$$ we can keep making the tedious Computations to each term over multiples lines to end up with
$$X = \text{(SomethingSimple)}$$ Instead , we should break it up :
We should make it
$$ X = A + B \times C - D , \text{where}\\ A = \text{(Something)}\\ B = \text{(SomethingElse)}\\ C = \text{(SomethingMore)}\\ D = \text{(SomethingElseMore)} $$

We can then work with each term individually , then put these back to make the final computations. We will still get the same Conclusion , though it allows readers to skip the uninteresting terms , while allowing them to go back and verify later.
You too will be able to recheck it !

Eg 3 : Sometimes , you can skip the Parts of the Proof or exclude whole computations for each term.
You should then include that in the appendix , for interested readers to verify later.

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There are already some good answers, but maybe somebody will find the following useful as well (although I am not a mathematician).

Maybe such chores should be automated as much as possible. Recently, I wrote an article requiring a lot of computations (Eur. Phys. J. C (2024) 84:488). I doubt if I could perform the computations manually, but even if I could, they probably would be too long and not appropriate for an article. If I had written less detailed computations, they probably would have left a lot of room for doubt. I chose to just state the results of numerous intermediate computations and attach a Mathematica notebook with the computations as a supplementary material.

Is this a satisfactory solution? I don't expect a consensus.

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Extract subexpression, and express them as identities.

There are two distinct questions here:

  1. When doing manipulations, how can I best use writing as a tool?
  2. How should I present proofs that use manipulations? Proofs should be succinct and easy to follow, yet explicitly show their correctness.

When manipulating, if there's any doubt, write it out. Writing a manipulation out, neatly and clearly, is faster and less straining than doing it in your head; and it leaves your mind free to assess reasonability and notice unexpected patterns. It's a pure win: the only downsides are the cost of a separate section in your notebook, the few movements of your fingers, and giving up bragging rights ("I did it in my head").

However, you need a good strategy for how you will organize and perform these manipulations. The naive strategy, of rewriting the entire expression anew each line is terrible. It's tedious to write, difficult to read, and error prone. It's akin to programming without subroutines or classes: you have one mess of code with no structure or boundaries.

Instead, you must extract self-contained subproblems, and manipulate them in isolation. Just like in software engineering, extract subproblems or expressions that have self-contained meaning (identity) and can be manipulated in isolation (interface). These can, and should, be as trivial as a simple integral or identity: the simpler the better. Elegance and power come not from complexity, but from the simplest building blocks providing unexpected results.

As you work the problem, you'll find new ways of organizing and extracting, until you've reached the solution.

Then, it's time to present your work. Your extractions will provide good suggestions for how to present it; often these can simply be stated as identities without needing to show any interim steps. If not, pick one or two or at most three key interim steps to show; any more suggests a need for better decomposition.


Example

Let's illustrate this with a simple, concrete problem:

Let $X \sim \text{Exponential}(\lambda = 1)$. Bob repeatedly samples $X$ until $X_i > k$. What is the expected value of $X_i$?

Work: Reasoning, we realize the answer must be $$ \int_k^\infty e^kxe^{-x}\ dx. $$ Evaluating that is a routine manipulation, but hard to do in our head. So we extract a subproblem $\int xe^{-x}\ dx$. This is a perfect subproblem, because it has universal meaning, and cleanly disconnected from the other particulars of the problem. We guess $-xe^{-x}$ and proceed to check and adjust, writing out each step explicitly: $$ \begin{align*} [-xe^{-x}]' &= &-x[e^{-x}]' &+ [-x]'e^{-x} \\ &= &xe^{-x} &- e^{-x} \\ [-xe^{-x} - e^{-x}]' &= &xe^{-x} &- e^{-x} + e^{-x}\\ &= &xe^{-x} &&✔ \end{align*} $$ With that identity, evaluating the integral is straightforward (but still too complex to do without writing): $$ e^k[xe^{-x} + e^{-x}]\bigg\rvert_\infty^k = k + 1. $$ Write-up: Now we go to present our work, and immediately realize our notes above leave out the most important step: Where did this expression come from? We can be explicit without being verbose:

For any continuous rv $X$ with PDF $f$, $$\mathbb E[X \mid X > k] = \int_k^\infty x \cdot \frac{f(x)}{P[X > k]} \ dx$$ (where defined).

In our case, with $f(x) = e^{-x}$, we get $$\mathbb E[X \mid X > k] = \int_k^\infty x \cdot \frac{e^{-x}}{e^{-k}} \ dx = k + 1$$ since $P[X > k] = \int_k^\infty e^{-x} \ dx = e^{-k}$ and $\int xe^{-x} \ dx = -xe^{-x} -e^{-x}$.

Voila! We've presented the proof clearly and succinctly, while demonstrating its method and correctness.

Wait a second: Writing it up this way makes me realize an alternative I like even better (because it hints at the memoryless property):

$$\int_k^\infty x \cdot \frac{e^{-x}}{e^{-k}} \ dx = \int_0^\infty (x+k)e^{-x} \ dx = k + 1.$$

I can do this in my head, since I know that the expected value of an Exponential, $ \int_0^\infty xe^{-x}dx$, is $1$. So this gives our final step:

When done, interpret your conclusions; this may obviate the need for manipulation.

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In my opinion, there are five stages of a mathematical proof. Adding each stage takes more effort than the previous, and different situations require proofs at different stages (may be slightly different per specific field of mathematics).

Stage 1: scribbly notes. You have written down some notes about how you would prove the theorem, maybe by taking derivative of X and using theorem Y. This should be used only to convince yourself of something or when doing personal exercise, since it will almost never be understandable for others.

Stage 2: rough proof. You work out the steps of the proof, keeping the audience in mind: if you expect your audience to be able to do some step by themselves. At this stage, you might want to subdivide your proof into lemmata if it is very long. This stage is fine when you want to share an idea with someone else or write down a proof on a test. However, this is quite a dangerous stage: surprisingly often, in skipping a step you might miss a mistake.

Stage 3: Complete proof. Work out the proof as detailed as possible. Do not skip steps or say 'this is trivial' unless you and the audience can see why it is true in an instant. Usually, it takes less effort for the reader to read an extra sentence than to think about why this step would be trivial. This is the first stage where you and the audience can actually be sure of the correctness. This is suitable for things you would apply yourself, and for the less important proofs in papers or theses.

Stage 4: Readable proof. A proof is always less readable to others than you think. When all the steps are there, one should think about how others read the steps and if they make sense. Put text explaining the steps between long calculations, let others proofread if necessary. This is suitable for important results in papers or theses.

Stage 5: Short proof. Only once complete, you should think about what can be moved to an appendix. Usually you want to keep the main structure but move the parts that are more tedious and don't have new ideas. This stage is mainly for when there is a page limit (or, generally, in situations where less pages is better).

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