RUME 27
2025
Alexandria, Virginia
Students’ Proof Comprehension via Set-Based Reasoning in a Transition-to-Proof Course
Page: 338
This study explores Transition-to-Proof (TTP) students’ proof comprehension by analyzing written responses to proof intention and validation tasks. We examined students' use of set-based reasoning as they completed these tasks. Our analysis of 28 students’ written work found that students used set-based tools for logic to support their reasoning. We also found that their explanations in their responses included discussion of the overall structure, individual lines or components, the mathematical veracity of the claim, and a walk through of the proof-text. We concluded that in these tasks students leveraged set-based reasoning for logic to make sense of the context and claim of the proof, supporting them in their overall proof comprehension.