Profesor Asistente

Información de Contacto

Departamento de Aprendizaje & Enseñanza:
Of. GSE-234 (College Avenue)
Tel. +1-732-932-7496 x.8153

Departamento de Matemáticas:
Of. HILL-207 (Busch)
Tel. +1-732-445-2390 x.6034

Enlaces

Artículos:
Exemplification
Mathematician/Educationalist
Modelo de Toulmin
Students' difficulties with proof

Bibliografias:
G.H.'s bibliography on proof 1
G.H.'s bibliography on proof 2
Newsletter on proof
PCRG
RUME bibliographic database

Colaboradores:
Lara Alcock
Evan Fuller
Paola Iannone
Matthew Inglis
Yvonne Lai
Adrian Simpson
David Tall
Keith Weber

Conferencias:
CRUME-15 (Feb. 2012)
AERA 2012 (Apr. 2012)
ICME-12 (Jul. 2012)
PME-36 (Jul. 2012)
CML (Nov. 2012)

Grupos, Redes, & Sociedades:
ASOCOLME
CLAME
FISEM
PCRG
una empresa docente

Revistas:
AdIEM
C&I
ESM
FLM
JMB
JRME
MTL
RELIME
RME
UNION
ZDM

Hello   Hola

Investigación

Formación Académica

Cursos

Álgebra Abstracta;
Álgebra Lineal;
Introducción al Razonamiento Matemático;
Práctica enseñanza (seminario);
Seminario de Matemáticas;
Solución de Problemas en Matemáticas.

Publicaciones

Artículos en Revistas Académicas

• Inglis, M., Mejia-Ramos, J. P., Weber, K., & Alcock, L. (in press). On mathematicians’ different standards when evaluating elementary proofs. Será publicado en Topics in Cognitive Science.

• Lai, Y., Weber, K., & Mejia-Ramos, J. P. (2012). Mathematicians' perspectives on features of a good pedagogical proof. Cognition and Instruction, 30(2), 146-169. [preprint] [journal]

• Mejia-Ramos, J. P., Fuller, E., Weber, K., Rhoads, K., & Samkoff, A. (2012). An assessment model for proof comprehension in undergraduate mathematics. Educational Studies in Mathematics, 79(1), 3-18. [preprint] [journal]

• Iannone, P., Inglis, M., Mejia-Ramos, J. P., Simpson, A. & Weber, K. (2011). Does generating examples aid proof production? Educational Studies in Mathematics, 77, 1-14.

• Mejia-Ramos, J. P. & Inglis, M. (2011). Semantic contamination and mathematical proof: Can a non-proof prove? Journal of Mathematical Behavior, 30, 19-29. [preprint] [journal]

• Weber, K. & Mejia-Ramos, J. P. (2011). Why and how mathematicians read proofs: An exploratory study. Educational Studies in Mathematics, 76, 329-344. [preprint] [journal]

• Weber, K. & Mejia-Ramos, J. P. (2009). An alternative framework to evaluate proof productions. Journal of Mathematical Behavior, 28, 212-216.

• Inglis, M., & Mejia-Ramos, J. P. (2009). The effect of authority on the persuasiveness of mathematical arguments. Cognition and Instruction, 27, 25-50. [preprint] [journal]

• Inglis, M., & Mejia-Ramos, J. P. (2009). On the persuasiveness of visual arguments in mathematics. Foundations of Science, 14, 97-110. [preprint] [journal]

• Mejia-Ramos, J. P., & Inglis, M. (2009). What are the argumentative activities associated with proof? Research in Mathematics Education, 11, 77-78.

• Inglis, M., & Mejia-Ramos, J. P. (2008). How persuaded are you? A typology of responses. Research in Mathematics Education, 10(2), 119-133. [preprint] [journal]

• Inglis, M., & Mejia-Ramos, J. P. (2008). Theoretical and methodological implications of a broader perspective on mathematical argumentation. Mediterranean Journal for Research in Mathematics Education, 7(2), 107-119.

• Inglis, M., Mejia-Ramos, J. P., & Simpson, A. (2007). Modelling mathematical argumentation: The importance of qualification. Educational Studies in Mathematics, 66, 3-21. [preprint] [journal]

• Inglis, M., & Mejia-Ramos, J. P. (2005). La fuerza de la aserción y el poder persuasivo en la argumentación en matemáticas. Revista EMA: Investigación e Innovación en Educación Matemática, 10, 327-352. [preprint]

Capítulos incluidos en libros

• Inglis, M., & Mejia-Ramos, J. P. (in press). How persuaded are you? A typology of responses. Será publicado en A. Aberdein & I. Dove (Eds.) The Argument of Mathematics.

• Tall, D. O., & Mejia-Ramos, J. P. (2010). The long-term cognitive development of reasoning and proof. En G. Hanna, H.N. Jahnke, y H. Pulte (Eds.), Explanation and Proof in Mathematics: Philosophical and Educational Perspectives (pp. 137-149). New York: Springer.

• Mejia-Ramos, J. P. (2006). An analysis of three modes of proof. En A. Simpson (Ed.), Retirement as Process and Concept: A Festschrift for Eddie Gray and David Tall (pp. 173-180). Prague: Karlova Univerzita v Praze, Pedagogick Fakulta.

Artículos Revisados para publicación en Actas de Conferencias

• Lai, Y., Mejia-Ramos, J.P., & Weber, K. (2011). Improving the Quality of Proofs for Pedagogical Purposes: A Quantitative Study. En S. Brown, S. Larsen, K. Marrongelle, y M. Oehrtman (Eds.), Proceedings of the 14th Conference on Research in Undergraduate Mathematics Education (Vol. 3, pp. 88-91). Portland, Oregon.

• Fuller, E., Mejia-Ramos, J. P., Weber, K., Samkoff, A., Rhoads, K., Doongaji, D, & Lew, K. (2011). Comprehending Leron’s structured proofs. En S. Brown, S. Larsen, K. Marrongelle, y M. Oehrtman (Eds.), Proceedings of the 14th Conference on Research in Undergraduate Mathematics Education (Vol. 1, pp. 84-102). Portland, Oregon.

• Mejia Ramos, J. P., Weber, K., Fuller, E., Samkoff, A., Search, R., & Rhoads, K. (2010). Modeling the comprehension of proof in undergraduate mathematics. En Proceedings of the 13th Conference on Research in Undergraduate Mathematics Education, Raleigh, NC, Febrero, 2010.

• Inglis, M., & Mejia-Ramos, J. P. (2010). Language, semantic contamination and mathematical proof. En Proceedings of the 13th Conference on Research in Undergraduate Mathematics Education, Raleigh, NC, Febrero, 2010.

• Iannone, P., Inglis, M., Mejia-Ramos, J. P., Siemons, J., & Weber, K. (2009). How do undergraduate students generate examples of mathematical concepts? En M. Tzekaki, M. Kaldrimidou, y H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (pp. 217-224), Thessaloniki, Greece.

• Mejia-Ramos, J. P., & Inglis, M. (2009). Argumentative and proving activities in mathematics education research. En F.-L. Lin, F.-J. Hsieh, G. Hanna, y M. de Villiers (Eds.), Proceedings of the ICMI Study 19 conference: Proof and Proving in Mathematics Education (Vol. 2, pp. 88-93), Taipei, Taiwan.

• Mejia-Ramos, J. P., & Inglis, M. (2009). Different ways of assessing the persuasiveness of mathematical arguments. En Proceedings of the 12th Conference on Research in Undergraduate Mathematics Education, Raleigh, NC, 26 Febrero - 1 Marzo.

• Inglis, M., & Mejia-Ramos, J. P. (2006). Applying informal logic to arguments in mathematics. En Proceedings of the 3rd International Congress on the Teaching of Mathematics, Istanbul, Turkey, 30 Junio - 5 Julio 2006.

• Mejia-Ramos, J. P., & Tall, D. O. (2005). Personal and public aspects of formal proof: a theory and a single-case study. En D. Hewitt y A. Noyes (Eds.), Proceedings of the 6th British Congress of Mathematics Education (pp. 97-104), Londres: BSRLM.

Presentaciones Recientes

Plenarias

• Mejia-Ramos, J. P. (2012, November). Empirical research on the reading and presentation of proofs in mathematical practice. Plenary address to be given at the conference Cultures of Mathematics and Logic, Guangzhou, China.

• Mejia-Ramos, J. P. (2011, September). Argumentation and Proof in Calculus. Plenary address at the 5th International Meeting on the Teaching of Calculus, Toluca, México.

Seminarios

• Mejia-Ramos, J. P. (2011, November). Educational research on the presentation, reading and comprehension of proofs in university mathematics. Presentado en Mathematics Education Seminar Series, York College of the City University of New York, NY.

• Fuller, E., Weber, K., & Mejia-Ramos, J. P. (2011, October). Assessing students’ understanding of mathematical proofs. Presentado en Meeting of the New Jersey Section of The Mathematical Association of America, Montclair State University, Montclair.

• Mejia-Ramos, J. P. (2011, August). An assessment model of proof comprehension in undergraduate mathematics. Presentado en Loughborough Mathematical Reading Workshop, Loughborough University, Loughborough, U.K.

• Mejia-Ramos, J. P. (2011, February). Research on argumentation in undergraduate mathematics education. Presentado en Mathematics and Science Education Research Seminar Series, University of California San Diego, La Jolla.

• Mejia-Ramos, J. P. (2010, July). Modeling the comprehension of proofs in undergraduate mathematics. Presentado en Winter School of Research in Mathematics Education, Federal University of the State of Rio de Janeiro, Rio de Janeiro.

• Weber, K., & Mejia-Ramos, J. P. (2010, February). Proof presentation: Existing research and open questions. Presentado en Working Group on Proof Presentation at the 13th Conference for Research in Undergraduate Mathematics Education, Raleigh, NC.

• Mejia-Ramos, J. P. (2010, January). Undergraduate students’ assessment of the persuasiveness of mathematical arguments: Beyond private and public senses of conviction. Presentado en 2010 Joint Mathematics Meetings, San Francisco.

Otras Presentaciones

• Fuller, E., Weber, K., Mejia-Ramos, J. P., Rhoads, K., & Samkoff, A. (2012, April). Comprehending Leron’s structured proofs. Seré presentado en 2012 Annual Meeting of the American Educational Research Association. Vancouver, Canada.

• Samkoff, A., Weber, K., & Mejia-Ramos, J. P. (2012, February). What’s the big idea?: Mathematicians’ and undergraduates’ proof summaries. Seré presentado en 15th Conference on Research in Undergraduate Mathematics Education. Portland, Oregon.

• Weber, K., Fuller, E., Mejia-Ramos, J. P., Lew, K., Benjamin, P., & Samkoff, A. (2012, February). Do generic proofs improve proof comprehension? Seré presentado en 15th Conference on Research in Undergraduate Mathematics Education. Portland, Oregon.

• Mejia-Ramos, J. P., Weber, K., Fuller, E., Samkoff, A., & Calkins, K. (2012, February). Factors influencing students’ propensity for semantic and syntactic reasoning in proof writing: A case study. Seré presentado en 15th Conference on Research in Undergraduate Mathematics Education. Portland, Oregon.

• Weber, K., & Mejia-Ramos, J. P. (2012, February). How and why mathematicians read proofs: A qualitative exploratory study and a quantitative confirmatory study. Seré presentado en 15th Conference on Research in Undergraduate Mathematics Education. Portland, Oregon.

• Inglis, M., Mejia-Ramos, J. P., Weber, K., & Alcock, L. (2012, February). On mathematicians’ different standards when evaluating elementary proofs. Seré presentado en 15th Conference on Research in Undergraduate Mathematics Education. Portland, Oregon.

• Mejia-Ramos, J. P., & Weber, K. (2011, September). The effect of proof format on proof comprehension: Are structured proofs easier to understand?. Presentado en 14th Biennial EARLI Conference for Research on Learning and Instruction, Exeter, U.K.

• Mejia-Ramos, J. P., Weber, K., Fuller, E., Samkoff, A., Rhoads, K., & Search, R. (2010, July). Proof comprehension at the Undergraduate level. Presentado en Conference of the International Group for the Psychology of Mathematics Education, Belo Horizonte, Brazil.

• Mejia-Ramos, J. P., Weber, K., Fuller, E., Samkoff, A., Rhoads, K., & Search, R. (2010, January). Understanding mathematical proofs: What does it mean and how can it be assessed? Presentado en 2010 Joint Mathematics Meetings, San Francisco.