Proof comprehension

research group

Upcoming EventS

  • We are organizing the 6th Northeastern Conference on Research in Undergraduate Mathematics Education on Saturday October 15, 2022 (10:00am-6:00pm EDT). Due to the success of the last two years' online conference we will be running the conference in an online format once again. This is all free! No registration or submission costs, no cost for attendance. Please visit the event webpage to obtain information to attend or present at the conference.

  • The workshop Understanding Mathematical Explanation: Uniting Philosophical and Educational Perspectives, originally scheduled on April 6-7 2020, was postponed due to COVID-19. New date to be announced.

Recently published papers




  • Harel, G. & Weber, K. (2020). Deductive reasoning in mathematics education. In S. Lerman (Ed.) Encyclopedia of Mathematics Education (pp. 183-190). Springer.

  • Woods, C., & Weber, K. (2020). The relationship between mathematicians’ pedagogical goals, orientations, and common teaching practices in advanced mathematics. Journal of Mathematical Behavior, 59, Article 100792.

  • Lew, K., Weber, K., & Mejía Ramos, J.P. (2020). Do generic proofs improve comprehension? Journal of Educational Research in Mathematics, Special Issue, 229–248.

  • Olsen, J., Lew, K., & Weber, K. (2020). Metaphors for learning and doing mathematics in advanced mathematics lectures. Educational Studies in Mathematics, 105, 1-17.

  • Fukawa-Connelly, T., Mejía Ramos, J.P., Wasserman, K., & Weber, K. (2020) An evaluation of ULTRA, an experimental real analysis course for prospective teachers built on a transformative model. International Journal of Research in Undergraduate Mathematics Education, 6(2), 159–185.

  • Lockwood, E., Caughman, J., & Weber, K. (2020). An essay on proof, conviction, and explanation: Multiple representation systems in combinatorics. Educational Studies in Mathematics, 103, 173-189.

  • Weber, K., Mejía Ramos, J.P., Fukawa-Connelly, T., & Wasserman, N. (2020). Connecting the learning of advanced mathematics with the teaching of secondary mathematics: Inverse functions, domain restrictions, and the arcsine function. Journal of Mathematical Behavior, 57, Article 100752.

  • Lew, K., & Mejía Ramos, J. P. (2020). The linguistic conventions of mathematical proof writing across pedagogical contexts. Educational Studies in Mathematics, 103(1), 43-62.

  • Weber, K., Lew, K., & Mejía Ramos, J. P. (2020). Using expectancy value theory to account for students' mathematical justifications.Cognition and Instruction, 38(1), 27-56.

  • Czocher, J. & Weber, K. (2020). Proof as a cluster concept. Journal for Research in Mathematics Education, 51(1), 50-74.


  • Weber, K. (2019). The role of syntactic representations in set theory. Synthese. Advance online publication.

  • Weber, K. & Czocher, J. (2019). On mathematicians’ disagreement on what constitutes a proof. Research in Mathematics Education, 21(3), 251-270.

  • 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.

  • 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. Correction:

  • 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.

  • 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.

  • 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.

Related sites

  • ULTRA. Upgrading Learning for Teachers in Real Analysis is an NSF-funded collaborative project to design, implement, and assess an innovative real analysis course for pre-service and in-service mathematics teachers. [site]