The role of authorial context in mathematicians’ evaluations of proof

We report on a series of task-based interviews in which nine mathematicians were asked to evaluate six mathematical arguments, purportedly produced either by fellow or undergraduate students. In this paper, we attend the role context mathematicians’ responses, leading four themes expectations when evaluating proofs that they read. First, evaluations identical arguments sensitive researchers’ manipulation authorship, with most accepting colleague while taking more critical view same argument if an student. Our thematic analysis interview responses led three context-based factors influencing student-produced texts: course goals, instructors’ expectations, and assessment type. final section, consider implications for researchers focused understanding common practice amongst as well pedagogic consequences our findings classroom.