Students who earned high marks during the proof semester of a geometry course were interviewed to understand what high-achieving students actually took away from the treatment of proof in geometry. The findings suggest that students had turned proving into a rote task, whereby they expected to mark a diagram and prove two triangles congruent.
Cirillo, M. (2018). Engaging students with non-routine geometry proof tasks. In P. Herbst, U. H. Cheah, P. Richard, & K. Jones (Eds.) International Perspectives on the Teaching and Learning of Geometry in Secondary Schools, (pp. 283-300). Cham, Switzerland: Springer.