Proof, Attitudes, and Gender: A Study in Early Math Education

This study examines the attitudes of undergraduate mathematics students (N = 267) towards mathematical proving during an introductory proof course situated at the beginning of their academic curriculum. Over one term, four attitude variables self-efficacy, anxiety, appreciation, and motivation—were measured using a newly developed self-report instrument based on existing frameworks for mathematics attitudes and proof-related self-efficacy. The findings reveal significant relationships between students’ prior performance and their proof-related self-efficacy, anxiety, and motivation at the start of the course. Female students reported lower self-efficacy and motivation compared to male students, a disparity that persisted throughout the course. The course positively impacted attitudes, with students experiencing an increase in self-efficacy and a reduction in anxiety. High motivation at the start of the course emerged as a strong predictor of success in the final course project. These results highlight the importance of addressing students’ attitudes towards proving in the design of introductory courses, as these attitudes can significantly influence their academic performance. Additionally, the study underscores the need to consider and address gender-related disparities to ensure an equitable learning environment in mathematics education.