Citations (43)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (7)
Renaud Chorlay. (2022) Accounting for the variability of lecturing practices in situations of concept introduction. International Journal of Mathematical Education in Science and Technology 53:5, pages 1071-1091.
Read now
Read now
Verónica Martín-Molina, Alfonso J. González-Regaña & José María Gavilán-Izquierdo. (2018) Researching how professional mathematicians construct new mathematical definitions: a case study. International Journal of Mathematical Education in Science and Technology 49:7, pages 1069-1082.
Read now
Read now
Paola Iannone & Ian Jones. (2017) Special issue on summative assessment. Research in Mathematics Education 19:2, pages 103-107.
Read now
Read now
Juan Pablo Mejía-Ramos, Kristen Lew, Jimmy de la Torre & Keith Weber. (2017) Developing and validating proof comprehension tests in undergraduate mathematics. Research in Mathematics Education 19:2, pages 130-146.
Read now
Read now
John Paul Cook & Tim Fukawa-Connelly. (2015) The Pedagogical Examples of Groups and Rings That Algebraists Think Are Most Important in an Introductory Course. Canadian Journal of Science, Mathematics and Technology Education 15:2, pages 171-185.
Read now
Read now
Gürsel Güler & Ramazan Dikici. (2014) Examining prospective mathematics teachers’ proof processes for algebraic concepts. International Journal of Mathematical Education in Science and Technology 45:4, pages 475-497.
Read now
Read now
Keith Weber, Matthew Inglis & Juan
Pablo Mejia-Ramos. (2014) How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition. Educational Psychologist 49:1, pages 36-58.
Read now
Read now
Articles from other publishers (36)
Rachel Rupnow & Timothy Fukawa-Connelly. (2024) How mathematicians characterize and attempt to develop understanding of concepts and definitions in proof-based courses. Frontiers in Education 8.
Crossref
Crossref
Igor’ Kontorovich & Sina Greenwood. (2023) From Collaborative Construction, Through Whole-Class Presentation, to a Posteriori Reflection: Proof Progression in a Topology Classroom. International Journal of Research in Undergraduate Mathematics Education.
Crossref
Crossref
Sarah K. Bleiler-Baxter, Jordan E. Kirby & Samuel D. Reed. (2023) Understanding authority in small-group co-constructions of mathematical proof. The Journal of Mathematical Behavior 70, pages 101015.
Crossref
Crossref
Alon Pinto & Jason Cooper. (2022) “This cannot be”—refutation feedback and its potential affordances for proof comprehension. Educational Studies in Mathematics 113:2, pages 287-306.
Crossref
Crossref
Alon Pinto & Boris Koichu. (2022) Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition. Educational Studies in Mathematics 113:1, pages 147-164.
Crossref
Crossref
Mika Gabel & Tommy Dreyfus. (2023) The Flow of a Proof - Capturing the Elusive Whole. International Journal of Research in Undergraduate Mathematics Education.
Crossref
Crossref
Keith Weber & Timothy Fukawa-Connelly. (2022) What mathematicians learn from attending other mathematicians’ lectures. Educational Studies in Mathematics 112:1, pages 123-139.
Crossref
Crossref
Paul Christian Dawkins & Keith Weber. 2023. Mathematicians' Reflections on Teaching. Mathematicians' Reflections on Teaching
103
121
.
Thomas Bauer, Eva Müller-Hill, Silke Neuhaus-Eckhardt & Stefanie Rach. (2021) Beweisverständnis im Mathematikstudium unterstützen: Vergleich unterschiedlicher Varianten der Strategie „Illustrieren am Beispiel“Supporting Proof Comprehension in University Mathematics Studies—Comparison of Different Options for the Strategy ”Illustrating with Examples“. Journal für Mathematik-Didaktik 43:2, pages 311-346.
Crossref
Crossref
Kathleen Melhuish, Timothy Fukawa-Connelly, Paul C. Dawkins, Christian Woods & Keith Weber. (2022) Collegiate mathematics teaching in proof-based courses: What we now know and what we have yet to learn. The Journal of Mathematical Behavior 67, pages 100986.
Crossref
Crossref
Sema ER & Şenol DOST. (2022) A Design Study To Develop The Proof Skills Of Mathematics Pre-Service Teachers. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 16:1, pages 189-226.
Crossref
Crossref
Mika Gabel & Tommy Dreyfus. (2022) Rhetorical aspects of the flow of a proof – A shared basis of agreement between lecturer and students. The Journal of Mathematical Behavior 66, pages 100971.
Crossref
Crossref
Kristen Lew, Timothy Fukawa-Connelly & Keith Weber. 2022. Practice-Oriented Research in Tertiary Mathematics Education. Practice-Oriented Research in Tertiary Mathematics Education
163
180
.
Mika Gabel & Tommy Dreyfus. 2022. Practice-Oriented Research in Tertiary Mathematics Education. Practice-Oriented Research in Tertiary Mathematics Education
289
310
.
Rachel Rupnow, Meredith Hegg, Tim Fukawa-Connelly, Estrella Johnson & Keith Weber. (2021) How mathematicians assign homework problems in abstract algebra courses. The Journal of Mathematical Behavior 64, pages 100914.
Crossref
Crossref
Olov Viirman. (2021) University Mathematics Lecturing as Modelling Mathematical Discourse. International Journal of Research in Undergraduate Mathematics Education 7:3, pages 466-489.
Crossref
Crossref
Tuğba ÖZTÜRK & Damla KUTLU. (2021) Türkiye’de İspat Üzerine Yapılan Çalışmaların Analizi: Bir Meta-Sentez Çalışması. Pamukkale University Journal of Education.
Crossref
Crossref
Igor’ Kontorovich. (2021) Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study. Educational Studies in Mathematics 107:2, pages 213-234.
Crossref
Crossref
Ben Davies, Lara Alcock & Ian Jones. (2020) Comparative judgement, proof summaries and proof comprehension. Educational Studies in Mathematics 105:2, pages 181-197.
Crossref
Crossref
Fahimeh Kolahdouz, Farzad Radmehr & Hassan Alamolhodaei. (2020) Exploring students’ proof comprehension of the Cauchy Generalized Mean Value Theorem. Teaching Mathematics and its Applications: An International Journal of the IMA 39:3, pages 213-235.
Crossref
Crossref
Pradip Narain & Andreas J. Stylianides. (2020) Demystifying Proofs Through Structured Interaction: A Case Study of One Instructor’s Teaching in an Undergraduate Analysis Course. Journal of Educational Research in Mathematics 30:S, pages 69-90.
Crossref
Crossref
D Oktariani, T I Sari, N W Saputri & Darmawijoyo. (2020) On how students read mathematics textbook and their view on mathematics. Journal of Physics: Conference Series 1480:1, pages 012064.
Crossref
Crossref
Rosa Delgado-Rebolledo & Diana Zakaryan. (2019) Relationships Between the Knowledge of Practices in Mathematics and the Pedagogical Content Knowledge of a Mathematics Lecturer. International Journal of Science and Mathematics Education 18:3, pages 567-587.
Crossref
Crossref
Estrella Johnson, Rachel Keller, Valerie Peterson & Timothy Fukawa-Connelly. (2019) Individual and situational factors related to undergraduate mathematics instruction. International Journal of STEM Education 6:1.
Crossref
Crossref
Alon Pinto. (2019) Variability in the formal and informal content instructors convey in lectures. The Journal of Mathematical Behavior 54, pages 100680.
Crossref
Crossref
Estrella Johnson, Rachel Keller & Timothy Fukawa-Connelly. (2017) 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, pages 254-285.
Crossref
Crossref
Alon Pinto & Ronnie Karsenty. (2018) From course design to presentations of proofs: How mathematics professors attend to student independent proof reading. The Journal of Mathematical Behavior 49, pages 129-144.
Crossref
Crossref
David Miller, Nicole Infante & Keith Weber. (2018) How mathematicians assign points to student proofs. The Journal of Mathematical Behavior 49, pages 24-34.
Crossref
Crossref
Emily Cilli-Turner. (2017) Impacts of inquiry pedagogy on undergraduate students conceptions of the function of proof. The Journal of Mathematical Behavior 48, pages 14-21.
Crossref
Crossref
Mika Gabel & Tommy Dreyfus. (2016) Affecting the flow of a proof by creating presence—a case study in Number Theory. Educational Studies in Mathematics 96:2, pages 187-205.
Crossref
Crossref
Paul Christian Dawkins & Keith Weber. (2016) Values and norms of proof for mathematicians and students. Educational Studies in Mathematics 95:2, pages 123-142.
Crossref
Crossref
Keith Weber. (2015) Effective Proof Reading Strategies for Comprehending Mathematical Proofs. International Journal of Research in Undergraduate Mathematics Education 1:3, pages 289-314.
Crossref
Crossref
Aron Samkoff & Keith Weber. (2015) Lessons learned from an instructional intervention on proof comprehension. The Journal of Mathematical Behavior 39, pages 28-50.
Crossref
Crossref
Mark Hodds, Lara Alcock & Matthew Inglis. (2014) Self-Explanation Training Improves Proof Comprehension. Journal for Research in Mathematics Education 45:1, pages 62-101.
Crossref
Crossref
Yvonne Lai & Keith Weber. (2013) Factors mathematicians profess to consider when presenting pedagogical proofs. Educational Studies in Mathematics 85:1, pages 93-108.
Crossref
Crossref
Timothy Patrick Fukawa-Connelly. (2012) A case study of one instructor’s lecture-based teaching of proof in abstract algebra: making sense of her pedagogical moves. Educational Studies in Mathematics 81:3, pages 325-345.
Crossref
Crossref