Research Publications

Czocher, J. A. (2016). Introducing modeling transition diagrams as a tool to connect mathematical modeling to mathematical thinking. Mathematical Thinking and Learning, 18(2), 77-106.

Czocher, J. A. (2017). How can emphasizing mathematical modeling principles benefit students in a traditionally taught differential equations course?. The Journal of Mathematical Behavior, 45, 78-94.

Czocher, J. A. (2018). How does validating activity contribute to the modeling process?. Educational studies in mathematics, 99(2), 137-159.

Czocher, J. A., & Weber, K. (2020). Proof as a cluster category. Journal for Research in Mathematics Education, 51(1), 50-74.

Czocher, J. A., Hardison, H. L., & Kularajan, S. S. (2022). A bridging study analyzing mathematical model construction through a quantities-oriented lens. Educational Studies in Mathematics, 111(2), 299-321.

Czocher, J. A., Melhuish, K., & Kandasamy, S. S. (2020). Building mathematics self-efficacy of STEM undergraduates through mathematical modelling. International Journal of Mathematical Education in Science and Technology, 51(6), 807-834.

Czocher, J. A., Tague, J., & Baker, G. (2013). Where does the calculus go? An investigation of how calculus ideas are used in later coursework. International Journal of Mathematical Education in Science and Technology, 44(5), 673-684.

Czocher, J., Melhuish, K., Kandasamy, S. S., & Roan, E. (2021). Dual Measures of Mathematical Modeling for Engineering and Other STEM Undergraduates. International Journal of Research in Undergraduate Mathematics Education, 7(2), 328-350.

Dawkins, P. C. (2017). On the importance of set-based meanings for categories and connectives in mathematical logic. International Journal of Research in Undergraduate Mathematics Education, 3(3), 496-522.

Dawkins, P. C., & Cook, J. P. (2017). Guiding reinvention of conventional tools of mathematical logic: students’ reasoning about mathematical disjunctions. Educational Studies in Mathematics, 94(3), 241-256.

Dawkins, P. C., & Karunakaran, S. S. (2016). Why research on proof-oriented mathematical behavior should attend to the role of particular mathematical content. The Journal of Mathematical Behavior, 44, 65-75.

Dawkins, P. C., & Roh, K. H. (2016). Promoting metalinguistic and metamathematical reasoning in proof-oriented mathematics courses: A method and a framework. International Journal of Research in Undergraduate Mathematics Education, 2(2), 197-222.

Dawkins, P. C., & Roh, K. H. (2020). Assessing the influence of syntax, semantics, and pragmatics in student interpretation of multiply quantified statements in mathematics. International Journal of Research in Undergraduate Mathematics Education, 6(1), 1-22.

Dawkins, P. C., & Weber, K. (2017). Values and norms of proof for mathematicians and students. Educational Studies in Mathematics, 95(2), 123-142.

Dawkins, P. C., Inglis, M., & Wasserman, N. (2019). The use (s) of is in mathematics. Educational Studies in Mathematics, 100(2), 117-137.

Ellis, B., Larsen, S., Voigt, M., & Vroom, K. (2021). Where calculus and engineering converge: An analysis of curricular change in calculus for engineers. International Journal of Research in Undergraduate Mathematics Education, 7(2), 379-399.

Hub, A., & Dawkins, P. C. (2018). On the construction of set-based meanings for the truth of mathematical conditionals. The Journal of Mathematical Behavior, 50, 90-102.

Johnson, E., Andrews-Larson, C., Keene, K., Melhuish, K., Keller, R., & Fortune, N. (2020). Inquiry and gender inequity in the undergraduate mathematics classroom. Journal for Research in Mathematics Education, 51(4), 504-516.

Lew, K., & Mejía Ramos, J. P. (2020). Linguistic conventions of mathematical proof writing across pedagogical contexts. Educational Studies in Mathematics, 103(1), 43-62.

Lew, K., & Mejía-Ramos, J. P. (2019). Linguistic conventions of mathematical proof writing at the undergraduate level: mathematicians' and students' perspectives. Journal for Research in Mathematics Education, 50(2), 121-155.

Lew, K., & Zazkis, D. (2019). Undergraduate mathematics students’ at-home exploration of a prove-or-disprove task. The Journal of Mathematical Behavior, 54, 100674.

Lew, K., Fukawa-Connelly, T. P., Mejía-Ramos, J. P., & Weber, K. (2016). Lectures in advanced mathematics: Why students might not understand what the mathematics professor is trying to convey. Journal for Research in Mathematics Education, 47(2), 162-198.

Mejía-Ramos, J. P., Alcock, L., Lew, K., Rago, P., Sangwin, C., & Inglis, M. (2019). Using corpus linguistics to investigate mathematical explanation. Methodological advances in experimental philosophy, 239-264.

Mejía-Ramos, J. P., Lew, K., de la Torre, J., & Weber, K. (2017). Developing and validating proof comprehension tests in undergraduate mathematics. Research in Mathematics Education, 19(2), 130-146.

Melhuish, K. (2018). Three conceptual replication studies in group theory. Journal for Research in Mathematics Education, 49(1), 9-38.

Melhuish, K. (2019). The Group Theory Concept Assessment: A tool for measuring conceptual understanding in introductory group theory. International Journal of Research in Undergraduate Mathematics Education, 5(3), 359-393.

Melhuish, K., & Czocher, J. A. (2020). Division Is Pretty Much Just Multiplication. For the Learning of Mathematics, 40(1), 38-43.

Melhuish, K., & Hicks, M. D. (2019). A validity argument for an undergraduate mathematics concept inventory. In Quantitative Measures of Mathematical Knowledge (pp. 121-151). Routledge.

Melhuish, K., Dawkins, P. C., Lew, K., & Strickland, S. K. (2022). Lessons learned about incorporating high-leverage teaching practices in the undergraduate proof classroom to promote authentic and equitable participation. International Journal of Research in Undergraduate Mathematics Education, 1-34.

Melhuish, K., Ellis, B., & Hicks, M. D. (2020). Group theory students’ perceptions of binary operation. Educational Studies in Mathematics, 103(1), 63-81.

Melhuish, K., Fukawa-Connelly, T., Dawkins, P. C., Woods, C., & Weber, K. (2022). Collegiate mathematics teaching in proof-based courses: What we now know and what we have yet to learn. The Journal of Mathematical Behavior, 67, 100986.

Melhuish, K., Larsen, S., & Cook, S. (2019). When students prove a theorem without explicitly using a necessary condition: Digging into a subtle problem from practice. International Journal of Research in Undergraduate Mathematics Education, 5(2), 205-227.

Melhuish, K., Lew, K., & Hicks, M. (2022). Comparing Student Proofs to Explore a Structural Property in Abstract Algebra. PRIMUS, 32(1), 57-73.

Melhuish, K., Lew, K., Hicks, M. D., & Kandasamy, S. S. (2020). Abstract algebra students’ evoked concept images for functions and homomorphisms. The Journal of Mathematical Behavior, 60, 100806.

Melhuish, K., Vroom, K., Lew, K., & Ellis, B. (2022). Operationalizing authentic mathematical proof activity using disciplinary tools. The Journal of Mathematical Behavior, 68, 101009.

Olsen, J., Lew, K., & Weber, K. (2020). Metaphors for learning and doing mathematics in advanced mathematics lectures. Educational Studies in Mathematics, 105(1), 1-17.

Stillman, G., Brown, J., & Czocher, J. (2020). Yes, mathematicians do X so students should do X, but it’s not the X you think!. ZDM, 52(6), 1211-1222.

Vroom, K., Gehrtz, J., Apkarian, N., Alzaga Elizondo, T., Ellis, B., & Hagman, J. (2022). Characteristics of interactive classrooms that first year students find helpful. International Journal of STEM Education, 9(1), 1-17.

Weber, K., & Czocher, J. (2019). On mathematicians’ disagreements on what constitutes a proof. Research in Mathematics Education, 21(3), 251-270.

Weber, K., & Melhuish, K. (2022). Can we engage students in authentic mathematical activity while embracing critical pedagogy? A commentary on the tensions between disciplinary activity and critical education. Canadian Journal of Science, Mathematics and Technology Education, 22(2), 305-314.

Weber, K., Dawkins, P., & Mejía-Ramos, J. P. (2020). The relationship between mathematical practice and mathematics pedagogy in mathematics education research. ZDM, 52(6), 1063-1074.

Weber, K., Fukawa-Connelly, T. P., Mejía-Ramos, J. P., & Lew, K. (2016). How to help students understand lectures in advanced mathematics. Notices of the AMS, 63(10).

Weber, K., Lew, K., & Mejía-Ramos, J. P. (2020). Using expectancy value theory to account for individuals’ mathematical justifications. Cognition and Instruction, 38(1), 27-56.