# Proof comprehension

# research group

## Upcoming events

Upcoming events

Lidia Gonzalez (York College – CUNY), Eileen Murray, and the PCRG are organizing the *3rd Northeastern Conference on Research in Undergraduate Mathematics Education*. The conference will be held on October 5, 2019, in York College – CUNY, NY. Further details about registration and abstract submission can be found here.

## Recently published papers

Recently published papers

### Upcoming

Upcoming

- Inglis, M. & Mejía-Ramos, J. P. (accepted). Functional explanation in mathematics. Accepted for publication in
*Synthese.* - Czocher, J. & Weber, K. (accepted). Proof as a cluster concept. Accepted for publication in
*Journal for Research in Mathematics Education.* - Harel, G. & Weber, K. (in press). Deductive reasoning in mathematics education. To appear in S. Lerman (Ed.)
*Encyclopedia of Mathematics Education*. Springer: Dordrecht. - Mejía-Ramos, J. P. & Weber, K. (accepted). Mathematics majors’ diagram usage when writing proofs in calculus. Accepted for publication in
*Journal for Research in Mathematics Education*. - Wasserman, N., Weber, K., Fukawa-Connelly, T., & McGuffey, W. (in press). Designing advanced mathematics courses to influence secondary teaching: Fostering mathematics teachers’ ‘attention to scope’. To appear in
*Journal of Mathematics Teacher Education*. - Weber, K. (in press). The role of syntactic representations in set theory. To appear in
*Synthese*. - Weber, K. & Czocher, J. (in press). On mathematicians’ disagreement on what constitutes a proof. To appear in
*Research in Mathematics Education.* - Weber, K., Lew, K., & Mejía-Ramos, J. P. (accepted). Using expectancy value theory to account for students' mathematical justifications. Accepted for publication in
*Cognition and Instruction*.

### 2019

2019

- 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*. London: 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). London: Bloomsbury.

### 2018

2018

- Byrne, M., Hanusch, S., Moore, R., & Fukawa-Connelly, T. (2018) Student interpretations of written comments on graded proofs.
*International Journal of Research on Undergraduate Mathematics Education, 4*(2), 228-253. - Johnson, E., Keller, R., & Fukawa-Connelly, T. (2018). Results from a survey of abstract algebra instructors across the United States: Understanding the choice to (not) lecture.
*International Journal of Research in Undergraduate Mathematics Education, 4*(2), 254-285. - Krupnik, V., Weber, K., & Fukawa-Connelly, T. (2018). Students’ epistemological frames and their interpretations of lectures in advanced mathematics.
*Journal of Mathematical Behavior*, 49, 174-183. - Miller, D., Infante, N., & Weber, K. (2018). How mathematicians assign points to student proofs.
*Journal of Mathematical Behavior,*49, 24-34. - Paoletti, T., Krupnik, V., Papadopoulos, D., Olsen, J., Fukawa-Connelly, T. & Weber, K. (2018). Teacher questioning and invitations to participate in advanced mathematics lectures.
*Educational Studies in Mathematics*, 98, 1-17. - Wasserman, N., Weber, K., Villanueva, M., Mejia-Ramos, J.P. (2018) Mathematics teachers’ views about the limited utility of real analysis: A transport model hypothesis.
*Journal of Mathematical Behavior*, 50, 74-89. - Weber, K. (2018). Book review:
*Dialogue, Argumentation and Education: History, Theory and Practice*, by Baruch B. Schwarz & Michael J. Baker.*Educational Studies in Mathematics, 97*, 111-118. - Weber, K. (2018). The role of sourcing in mathematics. In J. Braasch, I Bråten, & M. McCrudden (Eds.)
*Handbook of Multiple Source Use*. New York: Routledge. - Weber, K. & Dawkins, P. (2018). Toward an evolving theory of Mathematical Practice informing Pedagogy: What standards for this research paradigm should we adopt? In A. Stylianides & G. Harel (Eds.)
*Advances in mathematics education research on proof and proving*. Springer: Dordrecht. - Weber, K. & Moore, K. (2018). The role of abstraction in multiple perspectives on mathematical thinking and reasoning. Invited chapter for V. Thompson & L. Ball (eds.)
*International Handbook on Thinking and Reasoning.*Psychology Press.

### 2017

2017

- Dawkins, P., & Weber, K. (2017). Values and norms of proof for mathematicians and students.
*Educational Studies in Mathematics, 95*(2), 123-142. [journal] - Fukawa-Connelly, T., Weber, K., & Mejía-Ramos, J. P. (2017). Informal content and student note-taking in advanced mathematics classes.
*Journal for Research in Mathematics Education, 48*(5)*,*567-579. [preprint] [journal] - 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. - Stylianides, G., Stylianides, A. & Weber, K. (2017). Research on the teaching and learning of proof: Taking stock and moving forward. In J. Cai (Ed.)
*Compendium for Research in Mathematics Education*(pp.237-266). National Council of Teachers of Mathematics: Reston, VA. [preprint] - Wasserman, N. & Weber, K. (2017). Pedagogical applications from real analysis for secondary mathematics teachers.
*For the Learning of Mathematics*, 37(3), 14-18.

### Related sites

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]