Publications
These are papers published by members of our group on topics related to proof comprehension.
Proof evaluation:
Weber, K. & Mejía Ramos, J.P. (2019). An empirical study on the admissibility of graphical inferences in mathematical proofs. In A. Aberdein & M. Inglis (Eds.) Advances in Experimental Philosophy of Logic and Mathematics. Bloomsbury. https://doi.org/10.5040/9781350039049.0009
Weber, K. & Czocher, J. (2019). On mathematicians’ disagreement on what constitutes a proof. Research in Mathematics Education, 21(3), 251-270. https://doi.org/10.1080/14794802.2019.1585936
Weber, K. (2018). The role of sourcing in mathematics. In J. Braasch, I Bråten, & M. McCrudden (Eds.) Handbook of Multiple Source Use. New York: Routledge.
Miller, D., Infante, N., & Weber, K. (2018). How mathematicians assign points to student proofs. Journal of Mathematical Behavior, 49, 24-34.
Byrne, M., Hanusch, S., Moore, R., & Fukawa-Connelly, T. (2018) Student interpretations of written comments on graded proofs. International Journal of Research on Undergraduate Mathematics Education, 4(2), 228-253.
Dawkins, P., & Weber, K. (2017). Values and norms of proof for mathematicians and students. Educational Studies in Mathematics, 95(2), 123-142. [journal]
Stylianides, G., Stylianides, A. & Weber, K. (2017). Research on the teaching and learning of proof: Taking stock and moving forward. In J. Cai (Ed.) Compendium for Research in Mathematics Education (pp.237-266). National Council of Teachers of Mathematics: Reston, VA. [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. (2016). Mathematical humor: Jokes that reveal how we think about mathematics and why we enjoy it. The Mathematics Intelligencer, 38, 56-61. [preprint]
Weber, K. & Mejía-Ramos, J. P. (2015). On relative and absolute conviction in mathematics. For the Learning of Mathematics, 35(2), 15-21. [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]
Weber, K., & Mejia-Ramos, J. P. (2013). The influence of sources in the reading of mathematical text: A reply to Shanahan, Shanahan, and Misischia. Journal of Literacy Research, 45, 87-96. [preprint] [journal]
Weber, K. (2008). How mathematicians determine if an argument is a valid proof. Journal for Research in Mathematics Education 39, 431-459. [preprint] [journal]
Inglis, M., & Mejia-Ramos, J. P. (2009). The effect of authority on the persuasiveness of mathematical arguments. Cognition and Instruction 27, 25-50. [preprint] [journal]
Weber, K. (2010). Mathematics' majors perceptions of conviction, validity, and proof. Mathematical Thinking and Learning 12, 306-336. [preprint] [journal]
Inglis, M., Mejia-Ramos, J.P., Weber, K., & Alcock, L. (2013). On mathematicians' different standards when evaluating elementary proofs. Topics in Cognitive Science, 5(2), 270-282. [preprint]
Mejia-Ramos, J. P., & Inglis, M. (2011). Semantic contamination and mathematical proof: Can a non-proof prove? Journal of Mathematical Behavior 30, 19-29. [preprint] [journal]
Inglis, M., & Mejia-Ramos, J. P. (2009). On the persuasiveness of visual arguments in mathematics. Foundations of Science 14, 97-110. [preprint] [journal]
Inglis, M., & Mejia-Ramos, J. P. (2008). How persuaded are you? A typology of responses. Research in Mathematics Education 10(2), 119-133. [preprint] [journal]
Alcock, L., & Weber, K. (2005). Proof validation in real analysis: Inferring and checking warrants. Journal of Mathematical Behavior 24, 125-134. [preprint] [journal]
Weber, K., & Alcock, L. (2005). Using warranted implications to understand and validate proofs. For the Learning of Mathematics 25(1), 34–38. [preprint] [journal]
Proof comprehension:
Wasserman, N., Weber, K., Villanueva, M., Mejia-Ramos, J.P. (2018) Mathematics teachers’ views about the limited utility of real analysis: A transport model hypothesis. Journal of Mathematical Behavior, 50, 74-89.
Krupnik, V., Weber, K., & Fukawa-Connelly, T. (2018). Students’ epistemological frames and their interpretations of lectures in advanced mathematics. Journal of Mathematical Behavior, 49, 174-183.
Wasserman, N. & Weber, K. (2017). Pedagogical applications from real analysis for secondary mathematics teachers. For the Learning of Mathematics, 37(3), 14-18.
Mejía-Ramos, J. P., Lew, K., de la Torre, J., & Weber, K. (2017). Developing and validating proof comprehension tests in undergraduate mathematics. Research in Mathematics Education, 19(2), 130-146. [preprint] [journal]
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]
Mejia-Ramos, J. P., & Weber, K. (2014). Why and how mathematicians read proofs: Further evidence from a survey study. Educational Studies in Mathematics, 85(2), 161-173. [preprint][journal]
Weber, K., & Mejia-Ramos, J. P. (2014). Mathematics majors' beliefs about proof reading. International Journal of Mathematical Education in Science and Technology, 45(1), 89-103. [preprint][journal]
Weber, K., & Mejia-Ramos, J. P. (2013). On mathematicians' proof skimming: A reply to Inglis and Alcock. Journal for Research in Mathematics Education, 44(2), 464-471. [preprint] [journal]
Mejia-Ramos, J. P., Fuller, E., Weber, K., Rhoads, K., & Samkoff, A. (2012). An assessment model for proof comprehension in undergraduate mathematics. Educational Studies in Mathematics 79(1), 3-18. [preprint] [journal]
Weber, K., & Mejia-Ramos, J. P. (2011). Why and how mathematicians read proofs: An exploratory study. Educational Studies in Mathematics 76, 329-344. [preprint] [journal]
Proof presentation:
Mejía Ramos, J. P., Alcock, L., Lew, K., Rago, P., Sangwin, C., & Inglis, M. (2019). Using corpus linguistics to investigate mathematical explanation. In F. Eugen & C. Mark (Eds.) Methodological Advances in Experimental Philosophy (pp. 239-263). Bloomsbury. https://doi.org/10.5040/9781350069022.ch-009
Lew, K., & Mejía Ramos, J. P. (2019). Linguistic conventions of mathematical proof writing at the undergraduate level: Mathematicians’ and students’ perspectives. Journal for Research in Mathematics Education, 50(2), 121-155. https://doi.org/10.5951/jresematheduc.50.2.0121
Mejía Ramos, J. P. & Weber, K. (2019). Mathematics majors’ diagram usage when writing proofs in calculus. Journal for Research in Mathematics Education, 50(5), 478-488. https://doi.org/10.5951/jresematheduc.50.5.0478
Wasserman, N., Weber, K., Fukawa-Connelly, T., & McGuffey, W. (2019). Designing advanced mathematics courses to influence secondary teaching: Fostering mathematics teachers’ ‘attention to scope’. Journal of Mathematics Teacher Education, 22(4), 379-406. https://doi.org/10.1007/s10857-019-09431-6. Correction: https://doi.org/10.1007/s10857-019-09442-3
Paoletti, T., Krupnik, V., Papadopoulos, D., Olsen, J., Fukawa-Connelly, T. & Weber, K. (2018). Teacher questioning and invitations to participate in advanced mathematics lectures. Educational Studies in Mathematics, 98, 1-17.
Johnson, E., Keller, R., & Fukawa-Connelly, T. (2018). Results from a survey of abstract algebra instructors across the United States: Understanding the choice to (not) lecture. International Journal of Research in Undergraduate Mathematics Education, 4(2), 254-285.
Fukawa-Connelly, T., Weber, K., & Mejía-Ramos, J. P. (2017). Informal content and student note-taking in advanced mathematics classes. Journal for Research in Mathematics Education, 48(5), 567-579. [preprint] [journal]
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]
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]
Fukawa-Connelly, T., Johnson, E., & Keller, R. (2016). Can math education research improve the teaching of abstract algebra? Notices of the American Mathematical Society, 63(3), 276-281. [journal]
Fuller, E., Weber, K., Mejia-Ramos, J. P., Samkoff, A., & Rhoads, K. (2014). Comprehending structured proofs. International Journal for Studies in Mathematics Education 7(1), 1-32. [journal]
Lai, Y. & Weber, K. (2014). Factors mathematicians profess to consider when presenting pedagogical proofs. Educational Studies in Mathematics, 85(1), 93-108. [preprint][journal]
Lai, Y., Weber, K., & Mejia-Ramos, J. P. (2012). Mathematicians’ perspectives on features of a good pedagogical proof. Cognition and Instruction, 30, 146-169. [preprint]
Weber, K. (2004). Traditional instruction in advanced mathematics courses: A case study of one professor's lectures and proofs in an introductory real analysis course. Journal of Mathematical Behavior 23, 115-133. [preprint] [journal]
Weber, K. (2012). Mathematicians' perspectives on their pedagogical practice with respect to proof. International Journal of Mathematics Education in Science and Technology, 43, 463-482. [preprint]