What happens in students' minds when constructing a geometric proof? A cognitive model based on mental models

Abstract

Our goal in this paper is to identify the different argumentative activities associated with the notion of mathematical proof and present the results of a bibliographic study designed to explore the extent to which each of these activities has been researched in the field of mathematics education. We argue that the comprehension and presentation of given arguments are important, but under-researched, mathematical activities related to proof.