The project has three objectives:
1. To document student understanding of proof in order to update and expand existing research in this area;
2. To characterize evolving student beliefs about what constitutes a proof (using Dreyfus and Hadas' (1987) six principles) in proof-based geometry classes and to link these characterizations to aspects of the classroom microculture including social norms, sociomathematical norms, classroom mathematical practices, and teacher pedagogical choices;
3. To characterize students' evolving proof-construction ability in proof-based geometry classes and to link these characterizations to aspects of the classroom microculture including social norms, sociomathematical norms, classroom mathematical practices, and teacher pedagogical choices.
