Why and how mathematicians read proofs: an exploratory study

By Keith Weber, Juan Pablo Mejía-Ramos. 2011

115 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability, Theoretical Computer Science

View Paper: https://www.semanticscholar.org/paper/5b50366286de387f43bcb4dddad8b4b38a0b617d

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Citations in the corpus

How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition (2014, background): “In the United States, much of a nonmathematician’s conceptions of proof are formed in their high school geometry course, as this is typically the only course in which most students have extensive experience with proof (e.g., Moore, 1994; A. Stylianides, 2007).”
Mathematicians’ perspectives on their pedagogical practice with respect to proof (2012, background): “A report on how mathematicians read proofs in regards to their professional work can be found in Weber and Mejia-Ramos 37 .”
Expert and Novice Approaches to Reading Mathematical Proofs (2012, background): “Weber and Mejia-Ramos (2011) argued that mathematicians do not read proofs only by zooming in.”
Why and how mathematicians read proofs: further evidence from a survey study (2014, methodology): “Fourteen of these statements were based on hypotheses generated in Weber and Mejia-Ramos (2011) and are presented in Table 1.2 Except for statements M2 and C1, all statements began with: “When I read a proof in a respected journal, …” *** Insert Table 1 About Here *** After answering these…”
An assessment model for proof comprehension in undergraduate mathematics (2011, unknown): “The methodology and results of this study are discussed in detail by Weber and Mejia-Ramos (2011) and Weber (2010).”
Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey. (2016, methodology): “7 professors used proof only as a tool for conviction but not explanation, but the interview data of Yopp (2011) and Weber (2012) found that mathematicians did not consider conviction to be an important reason for presenting proofs; rather professors claimed to focus on things such as providing expl”