Proof in mathematics has always been a difficult aspect of the mathematics curriculum. Learners often complain and some teachers refrain from teaching it because of their lack of knowledge and confidence in engaging with proof. This interpretivist study examined the knowledge that pre-service teachers display about mathematical proof and how to teach proof. The study was conducted with eight students who were specializing in mathematics. The research instruments used were questionnaires, task sheets and interviews. The findings indicate that the students in this study showed a depleted understanding of what proof is and they had little idea about the formalities of the proving process as well.

Username
Password