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Research in Mathematics Education Volume 21, 2019 - Issue 3
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Articles

On mathematicians’ disagreements on what constitutes a proof

Keith WeberGraduate School of Education, Rutgers University, New Brunswick, NJ, USACorrespondence[email protected]
&
Jennifer CzocherDepartment of Mathematics, Texas State University, San Marcos, TX, USA
Pages 251-270 | Received 13 May 2018, Accepted 15 Feb 2019, Published online: 01 Apr 2019

Citations (15)

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Read on this site (4)

Ben Davies, David Miller & Nicole Infante. (2023) The role of authorial context in mathematicians’ evaluations of proof. International Journal of Mathematical Education in Science and Technology 54:5, pages 725-739.
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Lucy Rycroft-Smith. (2023) Conceptions and consequences of mathematical argumentation, justification, and proof. Research in Mathematics Education 0:0, pages 1-7.
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David Miller, Joshua Case & Ben Davies. (2022) Students' beliefs on empirical arguments and mathematical proof in an introduction to proof class. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-22.
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Tye G. Campbell, Shande King & Jeremy Zelkowski. (2021) Comparing middle grade students’ oral and written arguments. Research in Mathematics Education 23:1, pages 21-38.
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Articles from other publishers (11)

William D'Alessandro. (2023) Transferable and Fixable Proofs. Episteme, pages 1-12.
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Benedikt Löwe. (2022) Measuring the Agreement of Mathematical Peer Reviewers. Axiomathes 32:S3, pages 1205-1219.
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Keith Weber. (2022) The Role of Imagination and Anticipation in the Acceptance of Computability Proofs: A Challenge to the Standard Account of Rigor. Philosophia Mathematica 30:3, pages 343-368.
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Ben Davies & Ian Jones. (2021) Assessing Proof Reading Comprehension Using Summaries. International Journal of Research in Undergraduate Mathematics Education 8:3, pages 469-489.
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Lisa Darragh. (2022) Brokering across the divide: Perspectives of mathematicians involved in education. The Journal of Mathematical Behavior 67, pages 100989.
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Simon Weisgerber. 2022. Diagrammatic Representation and Inference. Diagrammatic Representation and Inference 37 53 .
Timothy Fukawa-Connelly & Sera Karahoca. 2022. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof 251 264 .
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.
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Ben Davies, Lara Alcock & Ian Jones. (2021) What do mathematicians mean by proof? A comparative-judgement study of students’ and mathematicians’ views. The Journal of Mathematical Behavior 61, pages 100824.
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Keith Weber & Matthew Inglis. 2020. Handbook of the History and Philosophy of Mathematical Practice. Handbook of the History and Philosophy of Mathematical Practice 1 28 .
Jennifer A. Czocher & Keith Weber. (2020) Proof as a Cluster Category. Journal for Research in Mathematics Education 51:1, pages 50-74.
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