RUME 28
2026
Alexandria, Virginia
Students’ Positive and Negative Experiences in Proof Courses
Page: 1401
This poster explores an investigation of undergraduate students’ experiences with proof-based courses, focusing on what they perceive as supportive or unsupportive to their learning. Although there has been some focus on the challenges students have with proof comprehension or production, relatively little is known about their experiences with proofs. We interviewed five students who finished at least three proofs classes and asked what helped them out or didn’t. They pointed out a few big problems: grading felt confusing, the language rules were too strict, and there was less chance to work together. This suggests that making grading expectations clearer and giving students more ways to collaborate can make a real difference. To answer our research question, we used a thematic analysis to identify what students noted as helpful or not in relation to their experience in their proof-based course. This poster shows some simple changes that can help more students feel like they really belong in proof-based math.