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Juan Pablo Mejía Ramos
Juan Pablo Mejía Ramos
Other namesJuan Pablo Mejia-Ramos
Professor of Mathematics Education, Rutgers University
Verified email at math.rutgers.edu - Homepage
Title
Cited by
Cited by
Year
Modelling mathematical argumentation: The importance of qualification
M Inglis, JP Mejia-Ramos, A Simpson
Educational Studies in Mathematics 66, 3-21, 2007
3962007
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
2312012
Why and how mathematicians read proofs: An exploratory study
K Weber, JP Mejia-Ramos
Educational Studies in Mathematics 76, 329-344, 2011
1792011
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
1432016
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
1342014
The effect of authority on the persuasiveness of mathematical arguments
M Inglis, JP Mejia-Ramos
Cognition and Instruction 27 (1), 25-50, 2009
1222009
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
1122009
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
972014
The long-term cognitive development of reasoning and proof
D Tall, JP Mejia-Ramos
Explanation and proof in mathematics: Philosophical and educational …, 2010
912010
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
852013
Aferrarse o soltar privilegios de género: sobre masculinidades hegemónicas y disidentes
GB Wigdor
Península 11 (2), 101-122, 2016
822016
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
822011
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
612018
Mathematicians’ perspectives on features of a good pedagogical proof
Y Lai, K Weber, JP Mejía-Ramos
Cognition and Instruction 30 (2), 146-169, 2012
592012
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
522016
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
512017
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
512017
Mathematics majors’ beliefs about proof reading
K Weber, JP Mejia-Ramos
International Journal of Mathematical Education in Science and Technology 45 …, 2014
492014
On the persuasiveness of visual arguments in mathematics
M Inglis, JP Mejía-Ramos
Foundations of Science 14, 97-110, 2009
452009
What are the argumentative activities associated with proof?
JP Mejía-Ramos, M Inglis
Research in Mathematics Education 11 (1), 77-78, 2009
402009
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