  A significant amount of research has considered mathematical proofs, the
students who learn them, and the instructors that teach them, from a variety of
perspectives. This paper considers this topic from four main perspectives:
students' perceptions of mathematical proofs, instructors' presentations of
mathematical proofs, using peer review to develop students' abilities to read
proofs more critically and write proofs more convincingly, and providing
students with the skills required to independently read and write proofs.
