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Weber, Keith; Czocher, Jennifer – Research in Mathematics Education, 2019
We report the results of a study in which we asked 94 mathematicians to evaluate whether five arguments qualified as proofs. We found that mathematicians disagreed as to whether a visual argument and a computer-assisted argument qualified as proofs, but they viewed these proofs as atypical. The mathematicians were also aware that many other…
Descriptors: Mathematics, Professional Personnel, Mathematical Logic, Validity
Zhen, Bo; Weber, Keith; Mejia-Ramos, Juan Pablo – International Journal of Research in Undergraduate Mathematics Education, 2016
In this paper, we investigate mathematics majors' perceptions of the admissibility of inferences based on graphical reasoning for calculus proofs. The main findings from our study is that the majority of mathematics majors did not think that graphical perceptual inferences (i.e., inferences based on the appearance of the graph) were permissible in…
Descriptors: Majors (Students), Mathematics Instruction, Inferences, Calculus
Weber, Keith; Alcock, Lara – Educational Studies in Mathematics, 2004
In this paper, we distinguish between two ways that an individual can construct a formal proof. We define a syntactic proof production to occur when the prover draws inferences by manipulating symbolic formulae in a logically permissible way. We define a semantic proof production to occur when the prover uses instantiations of mathematical…
Descriptors: Mathematical Logic, Validity, Mathematical Concepts, Case Studies