Keith Weber
Keith Weber
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Student difficulty in constructing proofs: The need for strategic knowledge
K Weber
Educational studies in mathematics 48 (1), 101-119, 2001
Semantic and syntactic proof productions
K Weber, L Alcock
Educational studies in mathematics 56 (2), 209-234, 2004
Traditional instruction in advanced mathematics courses: A case study of one professor’s lectures and proofs in an introductory real analysis course
K Weber
The Journal of Mathematical Behavior 23 (2), 115-133, 2004
How mathematicians determine if an argument is a valid proof
K Weber
Journal for research in mathematics education 39 (4), 431-459, 2008
Students’ understanding of trigonometric functions
K Weber
Mathematics Education Research Journal 17 (3), 91-112, 2005
Learning opportunities from group discussions: Warrants become the objects of debate
K Weber, C Maher, A Powell, HS Lee
Educational Studies in Mathematics 68 (3), 247-261, 2008
An assessment model for proof comprehension in undergraduate mathematics
JP Mejia-Ramos, E Fuller, K Weber, K Rhoads, A Samkoff
Educational Studies in Mathematics 79 (1), 3-18, 2012
Mathematics majors' perceptions of conviction, validity, and proof
K Weber
Mathematical thinking and learning 12 (4), 306-336, 2010
Proof validation in real analysis: Inferring and checking warrants
L Alcock, K Weber
The Journal of Mathematical Behavior 24 (2), 125-134, 2005
Problem-solving, proving, and learning: The relationship between problem-solving processes and learning opportunities in the activity of proof construction
K Weber
The Journal of Mathematical Behavior 24 (3-4), 351-360, 2005
Why and how mathematicians read proofs: An exploratory study
K Weber, JP Mejia-Ramos
Educational Studies in Mathematics 76 (3), 329-344, 2011
Research on the teaching and learning of proof: Taking stock and moving forward
GJ Stylianides, AJ Stylianides, K Weber
National Council of Teachers of Mathematics, 2017
Using warranted implications to understand and validate proofs
K Weber, L Alcock
For the Learning of Mathematics 25 (1), 34-51, 2005
How mathematicians obtain conviction: Implications for mathematics instruction and research on epistemic cognition
K Weber, M Inglis, JP Mejia-Ramos
Educational Psychologist 49 (1), 36-58, 2014
Communcating emotional support and its relationship to feelings of being understood, trust, and self‐disclosure
K Weber, A Johnson, M Corrigan
Communication research reports 21 (3), 316-323, 2004
Lectures in advanced mathematics: Why students might not understand what the mathematics professor is trying to convey
K Lew, TP Fukawa-Connelly, JP Mejía-Ramos, K Weber
Journal for Research in Mathematics Education 47 (2), 162-198, 2016
Beyond proving and explaining: Proofs that justify the use of definitions and axiomatic structures and proofs that illustrate technique
K Weber
For the learning of Mathematics 22 (3), 14-17, 2002
Mathematicians’ perspectives on their pedagogical practice with respect to proof
K Weber
International Journal of Mathematical Education in Science and Technology 43 …, 2012
The development and testing of the instructional beliefs model
K Weber, MM Martin, SA Myers
Communication Education 60 (1), 51-74, 2011
Students' Understanding of Exponential and Logarithmic Functions.
K Weber
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