abstraction

Geometry is for a long time regarded as one of the main area for learning proof; while students face many difficulties in learning geometric proof. It even happens very often that students by drawing a geometric figure, no longer see the need to prove the properties of that class of geometric objects. This study has been done by the aim of describing middle school students' performance and perceptions during understanding and doing geometric proof for gaining a more detailed cognition of gradual processes and complexities in the learning geometric proof.   The research has been conducted by phenomenography method and analyzing task-based interviews on 53 middle school students. This report describes students’ performance and their challenges during constructing a geometric proof in more detail.