Citations (27)
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Keith Weber & Jennifer Czocher. (2019) On mathematicians’ disagreements on what constitutes a proof. Research in Mathematics Education 21:3, pages 251-270.
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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.
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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.
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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.
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Keith Weber & Juan Pablo Mejia-ramos. (2014) Mathematics majors’ beliefs about proof reading. International Journal of Mathematical Education in Science and Technology 45:1, pages 89-103.
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Rogers Hall & NathanC. Phillips. (2013) Editorial: Looking Forward from 10 Years of Published Articles. Cognition and Instruction 31:4, pages 377-387.
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Articles from other publishers (21)
Peter J. Woods & Y. Copur-Gencturk. (2024) Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education 138, pages 104415.
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Aaron Weinberg, Emilie Wiesner & Ellie Fitts Fulmer. (2022) Didactical Disciplinary Literacy in Mathematics: Making Meaning From Textbooks. International Journal of Research in Undergraduate Mathematics Education 9:2, pages 491-523.
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Keith Weber & Timothy Fukawa-Connelly. (2022) What mathematicians learn from attending other mathematicians’ lectures. Educational Studies in Mathematics 112:1, pages 123-139.
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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.
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Timothy Fukawa-Connelly & Sera Karahoca. 2022. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof
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Linden Anne Duffee. (2021) The Instructive Function of Mathematical Proof: A Case Study of the Analysis cum Synthesis method in Apollonius of Perga’s Conics. Axiomathes 31:5, pages 601-617.
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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.
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Kristen Lew, Keith Weber & Juan Pablo Mejía Ramos. (2020) Do Generic Proofs Improve Proof Comprehension?. Journal of Educational Research in Mathematics 30:S, pages 229-248.
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Kristen Lew & Juan Pablo Mejía Ramos. (2020) Linguistic conventions of mathematical proof writing across pedagogical contexts. Educational Studies in Mathematics 103:1, pages 43-62.
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Martha Byrne, Sarah Hanusch, Robert C. Moore & Tim Fukawa-Connelly. (2017) Student Interpretations of Written Comments on Graded Proofs. International Journal of Research in Undergraduate Mathematics Education 4:2, pages 228-253.
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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.
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David Miller, Nicole Infante & Keith Weber. (2018) How mathematicians assign points to student proofs. The Journal of Mathematical Behavior 49, pages 24-34.
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C K Sari, M Waluyo, C M Ainur & E N Darmaningsih. (2018) Logical errors on proving theorem. Journal of Physics: Conference Series 948, pages 012059.
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Somali Roy, Matthew Inglis & Lara Alcock. (2017) Multimedia resources designed to support learning from written proofs: an eye-movement study. Educational Studies in Mathematics 96:2, pages 249-266.
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Paul Christian Dawkins & Keith Weber. (2016) Values and norms of proof for mathematicians and students. Educational Studies in Mathematics 95:2, pages 123-142.
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Robert C. Moore. (2016) Mathematics Professors? Evaluation of Students? Proofs: A Complex Teaching Practice. International Journal of Research in Undergraduate Mathematics Education 2:2, pages 246-278.
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Keith Weber. (2015) Effective Proof Reading Strategies for Comprehending Mathematical Proofs. International Journal of Research in Undergraduate Mathematics Education 1:3, pages 289-314.
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Aron Samkoff & Keith Weber. (2015) Lessons learned from an instructional intervention on proof comprehension. The Journal of Mathematical Behavior 39, pages 28-50.
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Timothy Patrick Fukawa-Connelly & Charlene Newton. (2014) Analyzing the teaching of advanced mathematics courses via the enacted example space. Educational Studies in Mathematics 87:3, pages 323-349.
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Melissa Mills. (2014) A framework for example usage in proof presentations. The Journal of Mathematical Behavior 33, pages 106-118.
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Yvonne Lai & Keith Weber. (2013) Factors mathematicians profess to consider when presenting pedagogical proofs. Educational Studies in Mathematics 85:1, pages 93-108.
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