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Abstract The Reading and Appreciating Mathematical Proofs (RAMP) project seeks to provide novel resources for teaching undergraduate introduction to proof courses centered around reading activities. These reading activities include (1) reading rich proofs to learn new mathematics through proofs as well as to learn how to read proofs for understanding and (2) reading mathematician stories to humanize proving and to legitimize challenge and struggle. One of the guiding analogies of the project is thinking about learning proof-based mathematics like learning a genre of literature. We want students to read interesting proofs so they can appreciate what is exciting about the genre and how they can engage with it. Proofs were selected by eight professors in mathematics who as curriculum co-authors collected intriguing mathematical results and added stories of their experience becoming mathematicians. As mathematicians of colour and/or women mathematicians, these co-authors speak to the challenges they faced in their mathematical history, how they overcame these challenges, and the key role mentors and community have played in that process. These novel opportunities to learn to read and read to learn in the proof-based context hold promise for supporting student learning in new ways. In this commentary, we share how we have sought to humanize proof-based mathematics both in the reading materials and in our classroom implementation thereof.  

This research explores how undergraduate students interpret mathematical symbols in new contexts when reading diverse mathematical texts across various subareas. Collaborating with experts in mathematical sciences, we collected proof-texts aligned with their specialized areas. These proof-texts were presented to undergraduate transition-to-proof students who had studied logic for mathematical proof while their experience of proofs in advanced mathematics topics was limited. Task-based interviews were conducted outside their regular classroom. This paper examined student encounters with curly bracket symbols in a graph theory context. Our findings suggest the nuanced relationship students have with symbols in proof- texts. While possessing familiarity with certain symbols, this pre-existing student knowledge could influence their accessibility to symbols introduced in unfamiliar contexts. 

In mathematics, counter narratives can be used to fight the dominant narrative of who is good at mathematics and who can succeed in mathematics. Eight mathematicians were recruited to co-author a larger NSF project (RAMP). In part, they were asked to create author stories for an undergraduate audience. In this article, we use narrative analysis to present five polarities identified in the author stories. We present various quotations from the mathematicians’ author stories to highlight their experiences with home and school life, view of what mathematics is, experiences in growth in mathematics, with collaboration, and their feelings of community in mathematics. The telling of these experiences contributes towards rehumanizing mathematics and rewriting the narrative of who is good at and who can succeed in mathematics.