Juan Pablo Mejía-Ramos
Rutgers, The State University of New Jersey(US)
Publications by Year
Research Areas
Mathematics Education and Teaching Techniques, Cognitive and developmental aspects of mathematical skills, Statistics Education and Methodologies, History and Theory of Mathematics, Innovative Teaching and Learning Methods
Most-Cited Works
- → Modelling mathematical argumentation: the importance of qualification(2007)250 cited
- → An assessment model for proof comprehension in undergraduate mathematics(2011)151 cited
- → Why and how mathematicians read proofs: an exploratory study(2011)114 cited
- → Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey(2016)93 cited
- → The Effect of Authority on the Persuasiveness of Mathematical Arguments(2008)92 cited
- → How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition(2014)85 cited
- → On Mathematicians' Different Standards When Evaluating Elementary Proofs(2013)62 cited
- → Why and how mathematicians read proofs: further evidence from a survey study(2013)61 cited
- → Mathematics teachers’ views about the limited utility of real analysis: A transport model hypothesis(2018)50 cited
- → Informal Content and Student Note-Taking in Advanced Mathematics Classes(2017)46 cited