This manuscript focuses on how students make sense of proofs. Participants were students who engaged in peer-review conferences of each other’s attempted proofs in a graduate-level real analysis course for mathematics teachers. Building on the concept of distance from conversational analysis, we distinguish how three types of distance (epistemic, rhetorical, and ontological) between a student and a particular claim influence sensemaking. This article also explores the impact of students’ sensemaking on their perceptions of proof.

中文翻译：

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学生在不同距离的证明意义：认知、修辞和本体论距离在同行评审过程中的作用

这份手稿侧重于学生如何理解证明。参与者是参加同行评审会议的学生，他们在为数学教师开设的研究生级实分析课程中尝试证明彼此。基于对话分析的距离概念，我们区分了学生和特定主张之间的三种距离（认知、修辞和本体论）如何影响意义建构。本文还探讨了学生的意义建构对他们对证据的看法的影响。