The Identity of Problem Solving.

By J. Mamona-Downs, M. Downs. 2005

67 citations recorded by the source corpus.

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Expert and Novice Approaches to Reading Mathematical Proofs (2012, background): “However, it is also recognized that despite this growing literature, studies that have focused on the activity of reading proofs (e.g., Hazzan & Zazkis, 2003; Mamona-Downs & Downs, 2005; Selden & Selden, 2003) are relatively unusual.”
An assessment model for proof comprehension in undergraduate mathematics (2011, unknown): “Mejia-Ramos and Inglis (2009) note that there are few empirical studies on how well students are able to understand proofs.”
Mathematics Majors' Perceptions of Conviction, Validity, and Proof (2010, background): “These findings suggest improving undergraduates’ comprehension of mathematical arguments does not depend on making undergraduates aware of the limitations of empirical arguments but instead on improving the ways in which they process the arguments that they read.”
Problem-posing research in mathematics education: new questions and directions (2013, background): “According to Kilpatrick (1987), problem posing contributes to the development of mathematical aptitude and learning autonomy (e.g., Kilpatrick, 1987; Mamona-Downs & Downs, 2005; Silver & Cai, 1996).”