The role of epistemic emotions in undergraduate students’ proof construction

Abstract Proofs as epistemic tools are central to mathematical practice, they establish and provide explanations for the validity of statements. Considering challenge that proof construction poses learners all ages, prior research has investigated its cognitive determinants, but impact affective-motivational experiences on been insufficiently investigated. Emotions related knowledge acquisition (i.e., emotions) assumed play a key role in processes. In this study we how performance 80 mathematics undergraduate students geometric task relates emotions experienced during construction. Controlling geometry knowledge, included control value appraisals antecedents our investigation emotions, attention motivation mediators their effects performance. The results indicate positive well negative influenced by students’ appraisals, also indicating an interaction both appraisal dimensions. Primarily enjoyment curiosity mediate these motivation. These two markers process, turn, boredom systematically offer insights complement existing determinants Moreover, extended into area construction, process mathematics.