# Publications

**Refereed Journal Publications:**

- Lew, K., Mejía-Ramos, J.P. (Accepted with revisions). Linguistic conventions of mathematical proof writing at the undergraduate level: Mathematicians' and students' perspectives.
*Journal for Research in Mathematics Education.* - Weber, K., Lew, K., Mejía-Ramos, J.P (Accepted with revisions). Using expectancy value theory to account for students' mathematical justifications.
*Cognition and Instruction*. - Lew, K. & Zazkis, D. (Accepted with revisions). Undergraduate mathematics students' at-home exploration of a prove-or-disprove task.
*The Journal of Mathematical Behavior.* - 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. - Weber, K., Fukawa-Connelly, T. P., Mejía-Ramos, J.P., Lew, K. (2016). How to help students understand lectures in advanced mathematics.
*Notices of the American Mathematical Society, 63*(10), 1190-1193. - 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*(2), 162-198.

**Refereed Conference Proceedings:**

- Lew, K., & Mejía-Ramos, J. P. (2017). Mathematicians' evaluations of the language of mathematical proof writing in three different undergraduate pedagogical contexts. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. Singapore: National Institute of Education, Singapore.
- Lew, K. & Mejía-Ramos, J. P. (2015, November). Linguistic norms of undergraduate mathematics proof writing as discussed by mathematicians and understood by students. To appear in
*Proceedings of the 37th Conference of the North American Chapter of the Psychology of Mathematics Education*. East Lansing, Michigan: Michigan State University. - Lew, K. & Mejía-Ramos, J. P. (2015). Unconventional uses of mathematical language in undergraduate proof writing. In
*Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education*. Pittsburgh, PA. - Lew, K., Fukawa-Connelly, T., Mejía-Ramos, J. P., & Weber, K. (2014). How a professor uses diagrams in a mathematics lecture and how students understand them. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.),
*Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education*(Vol. 4, pp. 113-120). Vancouver, Canada: PME. - Fukawa-Connelly, T., Lew, K., Mejía-Ramos, J. P., & Weber, K. (2014). Why lectures in advanced mathematics often fail. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.),
*Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education*(Vol. 3, pp. 129-136). Vancouver, Canada: PME. - Lew, K., Mejía-Ramos, J. P., & Weber, K. (2013). Students' use of informal representations in proof construction. In M. Martinez & A. Castro Superfine (Eds.),
*Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*(p. 324). Chicago, IL: University of Illinois at Chicago. - Fuller, E., Mejía-Ramos, J.P., Weber, K., Samkoff, A., Rhoads, K., Doongaji, D, & Lew, K. (2011). Comprehending Leron's structured proofs. In S. Brown, S. Larsen, K. Marrongelle, & M. Oehrtman (Eds.),
*Proceedings of the 14th Conference on Research in Undergraduate Mathematics Education*(Vol. 1, pp. 84-102). Portland, Oregon.