Isbadar Nursit, Toto Nusantara, Erry Hidayanto, Sudirman
Previous studies have extensively examined cognitive obstacles in mathematical proof, yet little is known about first-year university students' specific challenges in constructing mathematical proofs. This study aims to address this gap by investigating students' cognitive obstacles through the lens of assimilation and accommodation processes. Utilizing a qualitative case study design, this research involved first-year mathematics education students who had completed an Euclidean Geometry course at a private university in Malang, Indonesia. Data were collected through observations, think-aloud protocols, and interviews, then analyzed using thematic coding. The findings reveal four primary cognitive obstacles: (1) difficulty in making mathematical connections, (2) inadequate use of mathematical principles, (3) reliance on misleading intuitive knowledge, and (4) lack of prerequisite knowledge. These cognitive obstacles hinder students' assimilation and accommodation processes, often leading to incorrect proofs. This study highlights the need for targeted instructional scaffolding to support students in overcoming these challenges. Future research is recommended to explore intervention strategies to facilitate cognitive development in proof construction. © 2025 American Institute of Physics Inc.. All rights reserved.
Department ofMathematics Education, Universitas Negeri Malang, Jl. Semarang No. 5, Malang, Indonesia
