Proofs as bearers of mathematical knowledge

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Why and how mathematicians read proofs: an exploratory study (2011, background): “Similarly, Harel and Sowder (1998) argue “that an observation remains a conjecture until the person reaches absolute certainty in its truth” (p.”
An assessment model for proof comprehension in undergraduate mathematics (2011, unknown): “First, we reviewed the mathematics education research literature on the purposes of proof (e.g., de Villiers, 1990; Hanna, 1990; Hersh, 1993; Weber, 2002; Hanna & Barbeau, 2008).”
Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey. (2016, background): “Hanna and Barbeau (2008) argued that classroom proofs could be more”
Mathematicians’ perspectives on their pedagogical practice with respect to proof (2012, background): “The majority of participants also claimed to use proof as a way of illustrating reasoning or proving techniques, something that mathematics educators have recently argued was important [18,19].”
The Need for Proof and Proving: Mathematical and Pedagogical Perspectives (2011, background): “For example, Hanna and Barbeau ( 2010 ) argued that mathematics teachers could 'leverage' proofs common in secondary curricula in order to explicitly introduce strategies, methods, and tools.”