This article investigates the capacity of freshman university students to construct deductive proofs. Mathematical proving is a necessary acquisition for students to understand mathematics analytically. Students who have the ability to prove can better interpret mathematical expressions. Thus, they may see better mathematical concepts underlying relationships by performing meaningful learning. One of the major goals of mathematics education is to offer students the ability to think. In this sense, mathematical proofs may help the development of skills in abstract. This study aims to analyze the mathematical proof skills of freshman students by asking them six questions about propositions. To this end, the responses of 106 participants involving proofs were classified in six categories, for which quantitative results are presented.
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