RUME 28
2026
Alexandria, Virginia
An Analysis of Connections Between Epistemological Obstacles Experienced Within the Quantification Unit of a Transition-to-Proof Course
Page: 450
Students’ conceptions play a large role in how they learn math. When students experience challenges, or epistemological obstacles, they may struggle to adapt their ideas that previously served them well. Little research has been done regarding interactions between co-occurring epistemological obstacles. This report utilizes a proposed adjacency matrix methodology for analyzing the co-occurrence of epistemological obstacles. Our results show that students’ difficulty noticing hidden quantification had strong thematic connections to two other challenges: quantifying the negation and transforming logical implications into related forms.