Cognitive and affective components of undergraduate students learning how to prove

The purpose of this work was to explore the cognitive and affective factors involved in undergraduates' efforts to learn how to prove: how their proving developed during a transition to proof course and what kinds of satisfying moments, i.e. positive emotional reactions, they experienced. Four semi-structured interviews across a semester were conducted with eleven undergraduate students enrolled in a transition to proof course. The resulting data was analyzed using qualitative methods.