RUME 27
2025
Alexandria, Virginia
Characterization of Student Learning in a Transition-to-Proof Course
Page: 1056
This research examines the ways students in a transition-to-proof class learn what a mathematical proof is and how to read, construct, and write proofs. We interviewed four university students who had successfully completed a transition-to-proof course about what experiences they thought most influenced their learning about proofs. We then interviewed two instructors of the course about their goals for student learning about the nature of proof and how they devised their instruction to advance those goals. We first describe the activities students engaged in and that the instructors provided for students that supported their apprenticeship into proof-based mathematics. We further analyze how students' characterization of these activities influenced their views of proof.