Date of Award
8-2026
Document Type
Thesis
Degree Name
Master of Arts in Mathematics
Department
Mathematics
First Reader/Committee Chair
Marsh, Dalton
Abstract
Traditionally, mathematical proof is viewed primarily as a tool for validation or verification. However, proof holds many other important roles such as discovery, reasoning, explanation, and justification. For many students, these other roles are not always obvious. Those encountering rigorous proof for the first time often find the process abstract, intimidating or disconnected from their previous learning. This disconnect can lead to negative attitudes as students transition from computational mathematics to advanced proof-based mathematics. Utilizing a mixed-methods approach, this study examined undergraduate and graduate mathematics students at a Hispanic-Serving Institution (HSI) in Southern California. We investigated what students perceive the role of proof to be, how engaging with proof has influenced their perspective about proof, and what could have better prepared students for proof.
Recommended Citation
Sibrian Marquez, Emelin G., "STUDENT ATTITUDES AND PERCEPTIONS OF PROOF IN MATHEMATICS" (2026). Electronic Theses, Projects, and Dissertations. 2526.
https://scholarworks.lib.csusb.edu/etd/2526