An analysis of students’ conceptions of proof in a Mathematics degree course

Abstract

This study explores university students’ conceptions of mathematical proof, focusing on a group of 70 students enrolled in Bachelor’s and Master’s degree courses in Mathematics at an Italian university. Through the collection and analysis of personal textual productions (TEP), the research investigates the aspects that determine students’ conceptions and how these change over time, influenced by the academic path followed. The results reveal a variety of conceptions, grouped into deductive, i.e., deduced from literature, and inductive categories, i.e., inferred from data analysis, reflecting the functions of proof, aspects of learning modes, and issues related to the logical structure of a proof. The study provides a detailed mapping of the conceptions about proof that emerged during the research, with reference to a coding agenda.