Recently published papers
  • Fukawa-Connelly, T., Weber, K., & Mejía-Ramos, J. P. (in press). Informal content and student note-taking in advanced mathematics classes. To appear in Journal for Research in Mathematics Education.
  • Mejía-Ramos, J. P., Lew, K., de la Torre, J., & Weber, K. (in press). Developing and validating proof comprehension tests in undergraduate mathematics. To appear in Research in Mathematics Education. [preprint]
  • Stylianides, G., Stylianides, A. & Weber, K. (in press). Research on the teaching and learning of proof: Taking stock and moving forward. In J. Cai (Ed.) First Compendium for Research in Mathematics Education. National Council of Teachers of Mathematics: Reston, VA. [preprint]
  • Weber, K., Fukawa-Connelly, T., Mejía-Ramos, J.P., & Lew, K. (2016). How to help students understand lectures in advanced mathematics. Notices of the American Mathematical Society, 63, 1190-1193. [journal]
  • Weber, K. (2016). Mathematical humor: Jokes that reveal how we think about mathematics and why we enjoy it. The Mathematics Intelligencer, 38, 56-61. [preprint]
  • Lew, K., Fukawa-Connelly, T.,  Mejía-Ramos, J. P., & Weber, K. (2016). Lectures in advanced mathematics: Why students might not understand what the professor is trying to convey. Journal for Research in Mathematics Education, 47, 162-198. [preprint]
  • Zhen, B. Mejía-Ramos, J. P. & Weber, K. (2016). Mathematics majors’ perceptions on the permissibility of graphs in proofs. International Journal for Research in Undergraduate Mathematics Education, 2, 1-29. [preprint]
  • Weber, K. (2015). Effective proof reading strategies to foster comprehension of mathematical proofs. International Journal for Research in Undergraduate Mathematics Education, 1, 289-314. [preprint]
  • Samkoff, A., & Weber, K. (2015). Lessons learned from an instructional intervention on proof comprehension. Journal of Mathematical Behavior, 39, 28-50. [journal] [preprint]
  • Weber, K. & Mejía-Ramos, J. P. (2015). The contextual nature of conviction in mathematics. For the Learning of Mathematics, 35(2), 9-14. [journal]
  • Weber, K., Inglis, M., & Mejía-Ramos, J. P. (2014). How mathematicians obtain conviction: Implications for mathematics instruction and research on epistemic cognition. Educational Psychologist, 49(1), 36-58. [preprint] [journal]

A proof in geometry, presented in an unusual format in a 1847 edition of Euclid's Elements. A Mathematical Treasure found in the MAA Mathematical Sciences Digital Library