RUME 25
2023
Omaha, Nebraska
Student Confidence and Certainty in Comprehension of a Proof by Induction
Page: 1058
Researchers typically utilize response correctness to interpret student proficiency in proof comprehension. However, metacognition has not been simultaneously analyzed alongside correctness to determine student competency in proof comprehension, yet it offers important information about performance behavior. The primary objective of this study is to investigate the accuracy of student confidence and certainty levels at local and holistic aspects of proof comprehension regarding a proof by induction. Students were given a three-factor proof comprehension assessment at the beginning and end of an undergraduate transition-to-proof course that collected student confidence, correctness, and certainty at each tier of an established proof comprehension framework. Results of this study highlight a critical distinction between high and low performers’ metacognition throughout the host course. One outlying assessment item especially illuminates additional considerations for future application of metacognition in proof comprehension research.