RUME 28
2026
Alexandria, Virginia
A Narrative Inquiry Into Students’ Proof Journeys and Mathematical Master Narratives
Page: 348
This study uses narrative inquiry to explore undergraduate students’ experiences learning mathematical proof and engaging with proof culture. Drawing on interviews and journey plots from five students at Hispanic-serving institutions, we constructed interpretive narratives to examine how their stories reinforced or resisted mathematical master narratives, such as mathematics being done in isolation or requiring innate ability. Students’ journeys revealed moments of joy and triumph, as well as loneliness and frustration. While elements of their stories reinforced master narratives—such as feeling isolated—others emphasized the effort required to develop proof skills, countering the narrative that mathematical ability is innate. Our findings highlight how learning environments and instructional practices influence students’ engagement with proof and their perceptions of who belongs in mathematics. By analyzing how students navigate proof culture, this work contributes to efforts to make mathematics more inclusive and to better understand the cultural narratives that impact students’ mathematical development.