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Background information on STTMany university mathematics lecturers feel that teaching first-year university mathematics courses, such as real-analysis and linear algebra, is often a more difficult, frustrating and disappointing experience than they would had expected or would have liked them to be. In a recent survey of the state of the art with respect to the teaching and learning of proof, Stylianides, Stylianides, and Weber (2017) conclude that students at all levels struggle with proof writing, have difficulty translating informal reasoning into valid arguments, are often unable to validate proofs, and generally lack many of the competencies needed for proving. It is thus not surprising that many mathematicians characterize their firstyear students as unprepared, unable or unwilling to cope with challenges of university-level mathematics (Nardi, 2008).

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