<![CDATA[The comprehension of mathematical proofs by preservice mathematics teachers is vital for their ability to effectively teach mathematical reasoning. Despite its importance, existing research reveals a significant gap in preservice teachers’ understanding and application of formal proof methods, especially in the context of mathematical argumentation. This study examined how preservice teachers construct mathematical proofs, using Toulmin’s argumentation model as a framework. A qualitative exploratory case study design was adopted, involving written proofs from 72 third-year preservice teachers at a South African university, supplemented by task-based interviews with nine participants. The findings indicate that 62.5% of the participants were able to construct correct direct proofs, and 61.1% applied the contraposition proof method correctly. However, only 30.6% produced valid proofs using the contradiction method. Further analysis uncovered notable gaps in essential components of proof construction, such as warrants, backing, and rebuttals, particularly when dealing with tasks requiring contraposition and contradiction methods. While many participants (62.5%) demonstrated procedural fluency in direct proofs, 31.9% failed to provide explicit definitions or logical precision, suggesting a superficial engagement with proof construction. These results highlight the need for teacher education programs to emphasize a deeper conceptual understanding of proof structures, which is crucial for preparing preservice mathematics teachers to foster reasoning and argumentation skills in their future classrooms.]]>
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