Consent Forms

Instructors attempt in various ways to present a proof; some do it without considering the challenges faced by students, while others are more considerate of these challenges. Students on the other hand face many obstacles when reading and writing a proof.

This paper focuses on the obstacles in writing proofs in a linear algebra course at a mid-size university. The study is based on data collected from student reflections, exams, and interview questions. Results show that there are few challengers identified, including choosing the method of proof, the level of abstraction, and the proper reading of theorems.</p>