Recently published papers

Upcoming

• Mejía Ramos, J. P., Evans, T., Rittberg, C., & Inglis, M. (in press). Mathematicians’ assessments of the explanatory value of proofs. To appear in Axiomathes.

2020

• 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. https://doi.org/10.1016/j.jmathb.2020.100792

• Lew, K., Weber, K., & Mejía Ramos, J.P. (2020). Do generic proofs improve comprehension? Journal of Educational Research in Mathematics, Special Issue, 229–248. https://doi.org/10.29275/jerm.2020.08.sp.1.229

• Olsen, J., Lew, K., & Weber, K. (2020). Metaphors for learning and doing mathematics in advanced mathematics lectures. Educational Studies in Mathematics, 105, 1-17. https://doi.org/10.1007/s10649-020-09968-x

• 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. https://doi.org/10.1007/s40753-019-00102-8

• 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. https://doi.org/10.1007/s10649-020-09933-8

• 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. https://doi.org/10.1016/j.jmathb.2019.100752

• 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. https://doi.org/10.1007/s10649-019-09915-5

• 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. https://doi.org/10.1080/07370008.2019.1636796

• Czocher, J. & Weber, K. (2020). Proof as a cluster concept. Journal for Research in Mathematics Education, 51(1), 50-74. https://doi.org/10.5951/jresematheduc.2019.0007

2019

• Inglis, M., & Mejía Ramos, J. P. (2019). Functional explanation in mathematics. Synthese. Advance online publication. https://doi.org/10.1007/s11229-019-02234-5

• Weber, K. (2019). The role of syntactic representations in set theory. Synthese. Advance online publication. https://doi.org/10.1007/s11229-019-02157-1

• Weber, K. & Czocher, J. (2019). On mathematicians’ disagreement on what constitutes a proof. Research in Mathematics Education, 21(3), 251-270. https://doi.org/10.1080/14794802.2019.1585936

• 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. https://doi.org/10.5951/jresematheduc.50.5.0478

• 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. https://doi.org/10.1007/s10857-019-09431-6. Correction: https://doi.org/10.1007/s10857-019-09442-3

• 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. https://doi.org/10.5040/9781350039049.0009

• 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. https://doi.org/10.5951/jresematheduc.50.2.0121

• 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. https://doi.org/10.5040/9781350069022.ch-009