e-Proofs: Student Experience of Online Resources to Aid Understanding of Mathematical Proofs

This paper outlines a theoretical basis for the design of e-Proofs, a specialist use of educational technology for the support of proof comprehension in undergraduate mathematics. I begin by framing the problem of teaching for proof comprehension, giving research background and an argument about what lectures do not (and cannot) do to address this. I then discuss the limitations of two possible alternative solutions before describing the e-Proofs and the way in which they do address the identified problem. I give an overview of the use of first versions of e-Proofs in an Analysis course, including data on student usage and feedback. Finally, I suggest some features that the current e-Proofs do not have but that would be pedagogically desirable, and review the limitations of e-Proofs with regard to providing an overall educational experience. Framing the problem Research background As lecturers we want our students to understand the proofs in thei