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This chapter explores how undergraduate mathematics students cope with learning the genre of mathematical proof. Building on prior work identifying potential breaches of linguistic conventions of mathematical proof writing and comparing mathematician and student reactions to proofs written with potential breaches, this work considers students’ perspectives on their own proof writing. Six undergraduate mathematics students participated in a series of individual interviews comparing their proofs against professor proofs, discussing their use of the language of mathematical proof writing. Results focus on four student profiles reflecting the four ways of coping with respect to an individual’s autonomy: accommodation, negotiation, submission, and opposition.

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Exploring How Undergraduate Students Cope with Learning the Genre of Proof: Their Perceptions About Its Linguistic Conventions

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  • 发表日期：

    2025年

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  • Kristen Lew

摘要

This chapter explores how undergraduate mathematics students cope with learning the genre of mathematical proof. Building on prior work identifying potential breaches of linguistic conventions of mathematical proof writing and comparing mathematician and student reactions to proofs written with potential breaches, this work considers students’ perspectives on their own proof writing. Six undergraduate mathematics students participated in a series of individual interviews comparing their proofs against professor proofs, discussing their use of the language of mathematical proof writing. Results focus on four student profiles reflecting the four ways of coping with respect to an individual’s autonomy: accommodation, negotiation, submission, and opposition.