Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| College Mathematics | 3 |
| Comprehension | 3 |
| Mathematical Logic | 3 |
| Validity | 3 |
| Majors (Students) | 2 |
| Student Attitudes | 2 |
| Undergraduate Students | 2 |
| College Faculty | 1 |
| College Students | 1 |
| Course Content | 1 |
| Hypothesis Testing | 1 |
| More ▼ | |
Author
| Weber, Keith | 3 |
| Fukawa-Connelly, Tim | 1 |
| Lew, Kristen | 1 |
| Mejia-Ramos, Juan Pablo | 1 |
| Mejia-Ramos, Pablo | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
| Speeches/Meeting Papers | 1 |
Education Level
| Higher Education | 3 |
| Postsecondary Education | 2 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textFukawa-Connelly, Tim; Lew, Kristen; Mejia-Ramos, Pablo; Weber, Keith – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
This case study investigates the effectiveness of a lecture in advanced mathematics. We video recorded a lecture delivered by an experienced professor. Using video recall, we then interviewed the professor to determine the content he intended to convey and we analyzed his lecture to see if and how this content was conveyed. We also interviewed six…
Descriptors: Lecture Method, Teaching Methods, Mathematics Teachers, Course Content
Direct linkWeber, Keith; Mejia-Ramos, Juan Pablo – International Journal of Mathematical Education in Science and Technology, 2014
We argue that mathematics majors learn little from the proofs they read in their advanced mathematics courses because these students and their teachers have different perceptions about students' responsibilities when reading a mathematical proof. We used observations from a qualitative study where 28 undergraduates were observed evaluating…
Descriptors: Majors (Students), Mathematics Instruction, College Mathematics, Undergraduate Students
Weber, Keith – Mathematical Thinking and Learning: An International Journal, 2010
In this paper, 28 mathematics majors who completed a transition-to-proof course were given 10 mathematical arguments. For each argument, they were asked to judge how convincing they found the argument and whether they thought the argument constituted a mathematical proof. The key findings from this data were (a) most participants did not find the…
Descriptors: Majors (Students), Mathematics Activities, Mathematical Logic, Validity
