Abstract Investigating the cognitive and affective dimensions of mathematical problem-to-proof tasks is essential for understanding how these domains interact and shape student behavior—particularly within the context of pre-service teacher education. Examining the perspectives of prospective teachers offers valuable insights into how they engage with proofs, the challenges they encounter, and the ways cognitive and affective factors influence their learning experiences. To this end, a qualitative study was conducted with 51 pre-service mathematics teachers enrolled in a university-level course, Problem Solving in Mathematics, which required students to construct a proof for a geometric problem. Thematic analysis of the data revealed three primary areas of focus: the challenges experienced by the participants, their affective responses throughout the task, and their development of self-awareness. The findings highlight the complex nature of the proof construction process, from the eyes of teacher candidates, encompassing both cognitive and affective challenges. Acknowledging (or confessing) internal conflicts and facing one’s own limitations paves the way for developing awareness of cognitive and affective states; this, in turn, helps persevering in problem solving despite emotional fluctuations. Given the substantial influence of emotions on mathematical proving, educators are encouraged to implement strategies that promote perseverance, self-efficacy, and reflective thinking. Future research might further explore interventions aimed at strengthening students’ emotional resilience in proof-oriented learning environments.
Akkuş et al. (Wed,) studied this question.