Proof comprehension

research group

Upcoming EventS

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]