Abstract

Understanding mathematical proof remains a persistent challenge among students in mathematics education programs, particularly in developing both conceptual reasoning and confidence in proof-based tasks. Despite its importance in teacher preparation, limited studies in the local context have examined proof comprehension using an integrated cognitive and affective perspective. This study investigated the level of mathematical proof comprehension among Tertiary Mathematics education students and examined differences based on year level and academic background using a convergent parallel mixed-methods design. Quantitative findings revealed that students demonstrated a moderate level of proof comprehension, with variations observed across year levels but not across academic backgrounds. Qualitative results revealed key themes in students’ lived experiences, including frustration, anxiety, confusion, self-doubt, and feelings of inadequacy, alongside the development of determination and a growth mindset as adaptive responses to difficulty. Students also employed coping strategies such as strategic learning approaches and effective study strategies, including breaking down proofs, repeated practice, and seeking peer support to enhance understanding. The integration of findings indicates that proof comprehension is influenced by the interaction of cognitive, affective, and strategic factors, underscoring the need for structured instructional support and learner-centered approaches in proof-based learning. These findings provide practical insights for improving instruction in teacher education programs.