RUME 28
2026
Alexandria, Virginia
Undergraduate Students Metacognition While Constructing Mathematical Proofs
Page: 781
This phenomenological case study examines evidence of undergraduate students’ metacognitive reasoning while completing proof construction tasks. Two pairs of undergraduate mathematics majors participated in task-based video recorded interviews where they were presented with contextual scenarios and asked to prove or disprove a related mathematical statement using think-aloud protocols. Participants then took part in stimulated recall interviews where they were shown video clips from their task completion and asked to reflect on their thought processes. This contributed report explores each student’s access of metacognitive knowledge and the subsequent actions they took during these proof tasks.