ARCHIVES
VOL. 10, ISSUE 3 (2025)
Mathematical proof difficulties among mathematics education students: A cognitive perspective
Authors
Maria Marfiani Tapo, Marcellinus Andy Rudhito
Abstract
This study aims to analyze students'
difficulties in mathematical proof, identify the causes from a cognitive
perspective, and explore solutions that can overcome them. This study uses a qualitative
descriptive approach to analyze students' difficulties in mathematical proof
from a cognitive perspective. Data were collected from 22 new Mathematics
Education students through tests, questionnaires, observations, and interviews.
Data analysis used the Miles and Huberman interactive model, including data
collection, data reduction, data presentation, and drawing conclusions. This
study found that students' difficulties in mathematical proof can be classified
into three main categories of executive functions: working memory, inhibitory
control, and switching ability. Obstacles in working memory cause students to
have difficulty storing and processing logical information simultaneously,
indicated by errors in arranging steps, remembering logical rules, and
connecting relevant concepts. Obstacles in inhibitory control are seen from
impulsive actions, anxiety during exams, and the inability to resist the urge
to conclude prematurely. Meanwhile, weak switching ability makes students
inflexible in switching strategies, relying too much on truth tables, and
having difficulty integrating information into logical arguments. These three
executive functions are related to the activity of the prefrontal cortex,
parietal lobe, hippocampus, basal ganglia, and amygdala. Recommended cognitive-
based solutions include chunking strategies, multimodal approaches,
reflection-based exercises, and emotional regulation through mindfulness to
improve flexibility of thinking and effectiveness of mathematical proof.
Students' mathematical proof difficulties are related to the limitations of
executive functions, namely working memory, inhibitory control, and switching
ability. Therefore, a cognitive- based approach is needed to improve logical
understanding and mathematical thinking skills systematically and flexibly
Download
Pages:12-20
How to cite this article:
Maria Marfiani Tapo, Marcellinus Andy Rudhito "Mathematical proof difficulties among mathematics education students: A cognitive perspective". International Journal of Advanced Education and Research, Vol 10, Issue 3, 2025, Pages 12-20
Download Author Certificate
Please enter the email address corresponding to this article submission to download your certificate.