Proof assistants for undergraduate mathematics education: elements of an a priori analysis

This paper presents an a priori analysis of the use of six different interactive proof assistants for education, based on the resolution of a typical undergraduate exercise on abstract functions. It proposes to analyze these tools according to three main categories of aspects: language and interaction mode, automation and user assistance, and proof structure and visualization. We argue that this analysis may help formulate and clarify further research questions on the possible impact of such tools on the development of reasoning and proving skills.