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The assessment in mathematics proof and reasoning is one of the crucial aspects of mathematics education. It aims to elicit the development and the level of students' mathematics ability. Nevertheless, several challenges arise from implementing proof and reasoning assessment. This study investigated the challenges experienced by the high school teachers in implementing assessment in proof and reasoning. The study sample comprises three groups with different teaching experiences consisting of ten mathematics teachers in each group. The data were collected through a questionnaire, a depth interview, and a focus group discussion. Bogdan and Biklen's qualitative descriptive analysis is used to analyses the obtained data to elicit a particular theme. The significant challenges included dealing with the implementation of reasoning and proof evaluation. The results indicate that (1) in developing item tests, teacher faced challenges in arranging test framework, determining the suitable mathematics topics, and developing scoring framework; (2) during the test implementation, the teachers have difficulties on the time allocation issue; (3) in analyzing of the assessment result, the teachers inadequately describe the students' mathematical reasoning and proof ability. A collaboration involving mathematics teacher's organization with mathematics education experts is needed to counter the challenges. In detail, this collaboration should focus on the assessment of mathematical reasoning and proof implementation.

Mathematics Teachers' Challenges in Implementing Reasoning and Proof Assessment: A Case of Indonesian Teachers