| Modelling mathematical argumentation: The importance of qualification M Inglis, JP Mejia-Ramos, A Simpson Educational Studies in Mathematics 66, 3-21, 2007 | 405 | 2007 |
| An assessment model for proof comprehension in undergraduate mathematics JP Mejia-Ramos, E Fuller, K Weber, K Rhoads, A Samkoff Educational Studies in Mathematics 79, 3-18, 2012 | 235 | 2012 |
| Why and how mathematicians read proofs: An exploratory study K Weber, JP Mejia-Ramos Educational Studies in Mathematics 76, 329-344, 2011 | 187 | 2011 |
| Lectures in advanced mathematics: Why students might not understand what the mathematics professor is trying to convey K Lew, TP Fukawa-Connelly, JP Mejía-Ramos, K Weber Journal for Research in Mathematics Education 47 (2), 162-198, 2016 | 149 | 2016 |
| How mathematicians obtain conviction: Implications for mathematics instruction and research on epistemic cognition K Weber, M Inglis, JP Mejia-Ramos Educational Psychologist 49 (1), 36-58, 2014 | 137 | 2014 |
| The effect of authority on the persuasiveness of mathematical arguments M Inglis, JP Mejia-Ramos Cognition and Instruction 27 (1), 25-50, 2009 | 126 | 2009 |
| Argumentative and proving activities in mathematics education research JP Mejía-Ramos, M Inglis Proceedings of the ICMI study 19 conference: Proof and proving in …, 2009 | 112 | 2009 |
| Why and how mathematicians read proofs: Further evidence from a survey study JP Mejia-Ramos, K Weber Educational Studies in Mathematics 85, 161-173, 2014 | 100 | 2014 |
| Aferrarse o soltar privilegios de género: sobre masculinidades hegemónicas y disidentes GB Wigdor Península 11 (2), 101-122, 2016 | 91 | 2016 |
| The long-term cognitive development of reasoning and proof D Tall, JP Mejia-Ramos Explanation and proof in mathematics: Philosophical and educational …, 2010 | 90 | 2010 |
| On mathematicians' different standards when evaluating elementary proofs M Inglis, JP Mejia‐Ramos, K Weber, L Alcock Topics in cognitive science 5 (2), 270-282, 2013 | 86 | 2013 |
| Does generating examples aid proof production? P Iannone, M Inglis, JP Mejía-Ramos, A Simpson, K Weber Educational studies in Mathematics 77, 1-14, 2011 | 85 | 2011 |
| Mathematics teachers’ views about the limited utility of real analysis: A transport model hypothesis N Wasserman, K Weber, M Villanueva, JP Mejia-Ramos The Journal of Mathematical Behavior 50, 74-89, 2018 | 67 | 2018 |
| Mathematicians’ perspectives on features of a good pedagogical proof Y Lai, K Weber, JP Mejía-Ramos Cognition and Instruction 30 (2), 146-169, 2012 | 62 | 2012 |
| Informal content and student note-taking in advanced mathematics classes T Fukawa-Connelly, K Weber, JP Mejía-Ramos Journal for Research in Mathematics Education 48 (5), 567-579, 2017 | 56 | 2017 |
| Making real analysis relevant to secondary teachers: Building up from and stepping down to practice NH Wasserman, T Fukawa-Connelly, M Villanueva, JP Mejia-Ramos, ... Primus 27 (6), 559-578, 2017 | 54 | 2017 |
| Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context D Zazkis, K Weber, JP Mejía-Ramos Educational Studies in Mathematics 93, 155-173, 2016 | 52 | 2016 |
| Mathematics majors’ beliefs about proof reading K Weber, JP Mejia-Ramos International Journal of Mathematical Education in Science and Technology 45 …, 2014 | 49 | 2014 |
| On the persuasiveness of visual arguments in mathematics M Inglis, JP Mejía-Ramos Foundations of Science 14, 97-110, 2009 | 47 | 2009 |
| The relationship between mathematical practice and mathematics pedagogy in mathematics education research K Weber, P Dawkins, JP Mejía-Ramos ZDM 52 (6), 1063-1074, 2020 | 46 | 2020 |
Matthew InglisLoughborough University在 lboro.ac.uk 的电子邮件经过验证
