Keith Weber

Education · with Mejía-Ramos · 2001–2020

A researcher in the Science corpus: 17 papers; trusts 41 researchers and is trusted by 35 researchers here, as inferred from the citation graph.

Subfields

• Education — 129 citations into it; #367 of 11,309 by trust here, #1,051 by citations
• Statistics and Probability — 52 citations into it; #2,562 of 12,932 by trust here, #4,014 by citations
• Theoretical Computer Science — 48 citations into it; #3 of 253 by trust here, #2 by citations
• Developmental and Educational Psychology — 30 citations into it
• Philosophy — 14 citations into it
• Experimental and Cognitive Psychology — 13 citations into it
• Sociology and Political Science — 13 citations into it
• Mathematical Physics — 12 citations into it

Whom Keith Weber trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Matthew Inglis
2. Lulu Healy
3. Juan Pablo Mejía-Ramos
4. Andreas J. Stylianides
5. Alan H. Schoenfeld
6. Patricio G. Herbst
7. Lara Alcock
8. Annie Selden
9. T. Dreyfus
10. Celia Hoyles

Who trusts Keith Weber overall

1. Matthew Inglis
2. Juan Pablo Mejía-Ramos
3. Lara Alcock
4. K. Lew
5. Kirsti Hemmi
6. Fulvia Furinghetti
7. Todd D. Cadwalladerolsker
8. Y. Ko
9. Andreas J. Stylianides
10. Timothy Fukawa-Connelly

Papers from Keith Weber's perspective

Ordered by how strongly the researchers Keith Weber trusts endorse each paper. Same corpus, a different order for every researcher.

1. Making Believe: The Collective Construction of Public Mathematical Knowledge in the Elementary Classroom
2. A Study of Proof Conceptions in Algebra
3. Establishing a custom of proving in american school geometry: evolution of the two-column proof in the early twentieth century
4. Student difficulty in constructing proofs: The need for strategic knowledge
5. How Mathematicians Determine if an Argument Is a Valid Proof
6. Modelling mathematical argumentation: the importance of qualification
7. Mathematics Majors' Perceptions of Conviction, Validity, and Proof
8. Dimensionality and Disciplinary Differences in Personal Epistemology. (Contemporary Educational Psychology)
9. Institutional and personal meanings of mathematical proof
10. Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint)

Their papers

• Mathematics Majors' Perceptions of Conviction, Validity, and Proof (2010) — 145 citations
• Why and how mathematicians read proofs: an exploratory study (2011) — 115 citations
• Mathematicians’ perspectives on their pedagogical practice with respect to proof (2012) — 76 citations
• An assessment model for proof comprehension in undergraduate mathematics (2011) — 159 citations
• Why and how mathematicians read proofs: further evidence from a survey study (2014) — 62 citations
• Learning opportunities from group discussions: warrants become the objects of debate (2008) — 150 citations
• Detailing Racialized and Gendered Mechanisms of Undergraduate Precalculus and Calculus Classroom Instruction (2020) — 58 citations
• Values and norms of proof for mathematicians and students (2017) — 74 citations
• Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey. (2016) — 87 citations
• How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition (2014) — 88 citations
• How Mathematicians Determine if an Argument Is a Valid Proof (2008) — 183 citations
• Problem-solving, proving, and learning: The relationship between problem-solving processes and learning opportunities in the activity of proof construction (2005) — 107 citations
• Students’ understanding of trigonometric functions (2005) — 146 citations
• Semantic and Syntactic Proof Productions (2004) — 263 citations
• Beyond Proving and Explaining: Proofs That Justify the Use of Definitions and Axiomatic Structures and Proofs That Illustrate Technique. (2002) — 68 citations
• Students' Understanding of Exponential and Logarithmic Functions. (2002) — 47 citations
• Student difficulty in constructing proofs: The need for strategic knowledge (2001) — 479 citations