Proof comprehension

research group

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Recently published papers


  • Weber, K., Mejía Ramos, J. P., & Volpe, T. (in press). An empirical investigation into the relationship between proof and certainty in mathematical practice. To appear in Journal for Research in Mathematics Education. [preprint]


  • Mejía Ramos, J. P., Evans, T., Rittberg, C., & Inglis, M. (2021). Mathematicians’ assessments of the explanatory value of proofs. Axiomathes. Advance online publication.


  • 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.


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]