| Student difficulty in constructing proofs: The need for strategic knowledge K Weber Educational studies in mathematics 48 (1), 101-119, 2001 | 705 | 2001 |
| Semantic and syntactic proof productions K Weber, L Alcock Educational studies in mathematics 56 (2), 209-234, 2004 | 400 | 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 | 309 | 2004 |
| How mathematicians determine if an argument is a valid proof K Weber Journal for research in mathematics education 39 (4), 431-459, 2008 | 257 | 2008 |
| Students’ understanding of trigonometric functions K Weber Mathematics Education Research Journal 17 (3), 91-112, 2005 | 234 | 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 | 210 | 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 | 194 | 2012 |
| Mathematics majors' perceptions of conviction, validity, and proof K Weber Mathematical thinking and learning 12 (4), 306-336, 2010 | 172 | 2010 |
| Proof validation in real analysis: Inferring and checking warrants L Alcock, K Weber The Journal of Mathematical Behavior 24 (2), 125-134, 2005 | 169 | 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 | 152 | 2005 |
| Why and how mathematicians read proofs: An exploratory study K Weber, JP Mejia-Ramos Educational Studies in Mathematics 76 (3), 329-344, 2011 | 146 | 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 | 138 | 2017 |
| Using warranted implications to understand and validate proofs K Weber, L Alcock For the Learning of Mathematics 25 (1), 34-51, 2005 | 122 | 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 | 121 | 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 | 99 | 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 | 98 | 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 | 91 | 2002 |
| Mathematicians’ perspectives on their pedagogical practice with respect to proof K Weber International Journal of Mathematical Education in Science and Technology 43 …, 2012 | 82 | 2012 |
| The development and testing of the instructional beliefs model K Weber, MM Martin, SA Myers Communication Education 60 (1), 51-74, 2011 | 82 | 2011 |
| Students' Understanding of Exponential and Logarithmic Functions. K Weber | 78 | 2002 |
Lara AlcockLoughborough UniversityVerified email at lboro.ac.uk
