Beginning university mathematics students' proof understanding

Research has highlighted that students of all age have difficulties with mathematical proof, many of which can be traced back to a limited understanding of proof. Despite various research focusing on aspects of proof understanding, a generally accepted framework for proof understanding, systematizing its various aspects, is missing so far. We thus outline a framework for a persons’ proof understanding along several important perspectives, foci, and aspects, for example distinguishing concept-oriented and action-oriented foci. To substantiate the latter distinction and the value of the framework, a first explorative empirical study was conducted with N = 72 beginning mathematics university students’, indicating that concept-oriented and action-oriented methodological knowledge can be distinguished.