RUME 27
2025
Alexandria, Virginia
Metacognitive Processes of Undergraduate Students During Mathematical Proof Construction
Page: 1095
This phenomenological case study explores the metacognitive knowledge of undergraduate students that they accessed while constructing mathematical proofs, and the related actions they take in their proof process with that knowledge. Two pairs of undergraduate mathematics majors completed two proof-construction task-based video-recorded interviews and engaged in follow- up qualitative interviews asking them to watch clips of their work and reflect on their thinking. This preliminary report discusses the qualitative data analysis process that has explored the control actions taken related to metacognitive knowledge of one pair of students during the first proof task.