
Contact Details
Graduate School of Education
10 Seminary Place
Room 234
New Brunswick, NJ 08901
Tel. +18489320806
Department of Mathematics
Hill Center
110 Frelinghuysen Road
Room 518
Piscataway, NJ 08854
Tel. +17324452390 x.6034
WebLinks
Research group
Projects
Events


Hi / Hola
I am an Associate Professor of Mathematics Education at Rutgers University, where I am jointly appointed in the Department of Learning and Teaching within the Graduate School of Education and the Department of Mathematics within the School of Arts and Sciences. In this page you find information about my academic work.
Education
PhD (Mathematics Education), University of Warwick, 2008.
MS (Mathematics Education), University of Warwick, 2004.
BS (Mathematics), Universidad de Los Andes, 2003.
Research
I am mainly interested in mathematical argumentation and proof, particularly the ways in which university students and researchactive mathematicians construct, read, and present arguments and proofs in mathematics. Some of my most recent research projects have focused on:
 the reasoning styles of mathematics undergraduate students as they construct proofs,
 the reading of published proofs by researchactive mathematicians,
 the assessment of proof comprehension at the university level, and
 the different ways in which mathematicians present proofs in their advanced mathematics courses.
For more information on these and other projects, please visit the website of our research group: Proof Comprehension Research Group.
Grants
National Science Foundation
J.P. MejíaRamos (PI), K. Weber, D. Gitomer, K. Lew, & K. Melhuish. 20182021. Developing and Validating Proof Comprehension Tests in Real Analysis. DUE1821553. Award: $600,000.
K. Weber (PI), N. Wasserman, J.P. MejíaRamos, T. FukawaConnelly, & A. Cohen. 20152018. ULTRA: Upgrading Learning for Teachers in Real Analysis. DUE1524681. Award: $519,900.
J.P. MejíaRamos (PI), K. Weber, & J. de la Torre. 20132015. Validating proof comprehension tests in mathematics. DUE1245625. Award: $200,000.
J.P. MejíaRamos (PI), K. Weber, E. Fuller, & J. de la Torre. 20102013. Proving styles in university mathematics. DRL1008641. Award: $441,900.
British Academy/Leverhulme
 L. Alcock (PI), M. Inglis, & J. P. MejíaRamos. 20142017. Understanding Mathematical Language: Construction and Analysis of Expert and Learner Corpora. SG141241. Award: £3,733.
Teaching
Education 
Mathematics 
05:300:341 High School Mathematics Content: Teaching and Assessment
05:300:342 Supervised Undergraduate Tutoring in Mathematics
15:254:550 Problem Solving Processes in Mathematics
15:254:649 Seminar in Mathematical Ideas
15:255:536 Teaching Internship Seminar

01:640:300 Introduction to Mathematical Reasoning
01:640:311 Introduction to Real Analysis
01:640:350 Linear Algebra
01:640:351 Introduction to Abstract Algebra I

Writing
Book Chapters
MejíaRamos, J. P., Alcock, L., Lew, K., Rago, P., Sangwin, C., & Inglis, M. (accepted). Using corpus linguistics to investigate mathematical explanation. To appear in F. Eugen & C. Mark (Eds.) Methodological Advances in Experimental Philosophy. London: Bloomsbury.
Weber, K., & MejíaRamos, J. P. (accepted). An empirical study on the admissibility of graphical inferences in mathematical proofs. To appear in A. Aberdein & M. Inglis (Eds.) Advances in Experimental Philosophy of Logic and Mathematics. London: Bloomsbury.
Inglis, M., & MejíaRamos, J. P. (2013). How persuaded are you? A typology of responses. In A. Aberdein & I. Dove (Eds.) The Argument of Mathematics (pp. 101118). Springer: Dordrecht. This chapter is a reprint of the journal article published in Research in Mathematics Education 10(2), 119133.
Tall, D. O., & MejíaRamos, J. P. (2010). The longterm cognitive development of reasoning and proof. In G. Hanna, H.N. Jahnke, and H. Pulte (Eds.), Explanation and Proof in Mathematics: Philosophical and Educational Perspectives (pp. 137149). New York: Springer.
MejíaRamos, J. P. (2006). An analysis of three modes of proof. In A. Simpson (Ed.), Retirement as Process and Concept: A Festschrift for Eddie Gray and David Tall, Prague, Czec Republic, 1516 July 2006 (pp. 173180). Prague: Karlova Univerzita v Praze, Pedagogick Fakulta.
Refereed Journal Papers

MejíaRamos, J. P., & Weber, K. (accepted). Mathematics majors' diagram usage when writing proofs in calculus. Accepted for publication in Journal for Research in Mathematics Education.

Lew, K., & MejíaRamos, J.P. (accepted). Linguistic conventions of mathematical proof writing at the undergraduate level: Mathematicians' and students' perspectives. Accepted for publication in Journal for Research in Mathematics Education.

Weber, K., Lew, K., & MejíaRamos, J.P. (accepted). Using expectancy value theory to account for students' mathematical justifications. Accepted for publication in Cognition and Instruction.

Wasserman, N., Weber, K., Villanueva, M., & MejíaRamos, J. P. (2018). Mathematics teachers' views about the limited utility of real analysis: A transport model hypothesis. Journal of Mathematical Behavior, 50, 7489. [journal]

FukawaConnelly, T., Weber, K., & MejíaRamos, J. P. (2017). Informal content and student notetaking in advanced mathematics classes. Journal for Research in Mathematics Education, 48(5), 567579. [journal]

Wasserman, N., FukawaConnelly, T., Villanueva, M., MejíaRamos, J.P., & Weber, K. (2017). Making real analysis relevant to secondary teachers: Building up from and stepping down to practice. PRIMUS, 27(6), 559578. [journal]

MejíaRamos, 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), 130146. [journal]

Weber, K., FukawaConnelly, T., MejíaRamos, J. P., & Lew, K. (2016). How to help students understand lectures in advanced mathematics. Notices of the American Mathematical Society, 63(10), 11901193. [journal]

Lew, K., FukawaConnelly, T., MejíaRamos, J.P., & Weber, K. (2016). Lectures in advanced mathematics: Why students might not understand what the professor is trying to convey. Journal for Research in Mathematics Education 47(2), 162198. [preprint][journal]

Zazkis, D., Weber, K., & MejíaRamos, J.P. (2016). Bridging the gap between informal argument and mathematical proof. Educational Studies in Mathematics 93(2), 155173. [journal]

Zhen, B. MejíaRamos, J.P. & Weber, K. (2016). Mathematics majors’ perceptions on the permissibility of graphs in proofs. International Journal for Research in Undergraduate Mathematics Education 2(1), 129. [preprint][journal]

MejíaRamos, J. P., Weber, K., & Fuller, E. (2015). Factors influencing students' propensity for semantic and syntactic reasoning in proof writing: A singlecase study. International Journal of Research in Undergraduate Mathematics Education 1(2), 187208. [journal]

Weber, K. & MejíaRamos, J. P. (2015). The contextual nature of conviction in mathematics. For the Learning of Mathematics, 35(2), 914. [journal]

Zazkis, D., Weber, K., & MejíaRamos, J. P. (2015). Two proving strategies of highly successful mathematics majors. Journal of Mathematical Behavior, 39, 1127.

Fuller, E., Weber, K., MejíaRamos, J. P., Samkoff, A., & Rhoads, K. (2014). Comprehending structured proofs. International Journal for Studies in Mathematics Education 7(1), 132.[journal]

Weber, K., Inglis, M., & MejíaRamos, J. P. (2014). How mathematicians obtain conviction: Implications for mathematics instruction and research on epistemic cognition. Educational Psychologist, 49(1), 3658. [preprint] [journal]

MejíaRamos, J. P., & Weber, K. (2014). Why and how mathematicians read proofs: further evidence from a survey study. Educational Studies in Mathematics, 85(2), 161173. [preprint] [journal]

Weber, K., & MejíaRamos, J. P. (2014). Mathematics majors' beliefs about proof reading. International Journal of Mathematical Education in Science and Technology, 45(1), 89103.[preprint] [journal]

Weber, K., & MejíaRamos, J. P. (2013). The influence of sources in the reading of mathematical text: A reply to Shanahan, Shanahan, and Misischia. Journal of Literacy Research, 45, 8796.

Weber, K., & MejíaRamos, J. P. (2013). On mathematicians' proof skimming: A reply to Inglis and Alcock. Journal for Research in Mathematics Education, 44(2), 464471.

Inglis, M., MejíaRamos, J. P., Weber, K., & Alcock, L. (2013). On mathematicians’ different standards when evaluating elementary proofs. Topics in Cognitive Science, 5(2), 270282. [preprint]

Lai, Y., Weber, K., & MejíaRamos, J. P. (2012). Mathematicians' perspectives on features of a good pedagogical proof. Cognition and Instruction, 30(2), 146169. [preprint] [journal]

MejíaRamos, 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), 318. [preprint] [journal]
Iannone, P., Inglis, M., MejíaRamos, J. P., Simpson, A. & Weber, K. (2011). Does generating examples aid proof production? Educational Studies in Mathematics, 77, 114.
MejíaRamos, J. P. & Inglis, M. (2011). Semantic contamination and mathematical proof: Can a nonproof prove? Journal of Mathematical Behavior, 30, 1929. [preprint] [journal]
Weber, K. & MejíaRamos, J. P. (2011). Why and how mathematicians read proofs: An exploratory study. Educational Studies in Mathematics, 76, 329344. [preprint] [journal]
Weber, K. & MejíaRamos, J. P. (2009). An alternative framework to evaluate proof productions. Journal of Mathematical Behavior, 28, 212216.
Inglis, M., & MejíaRamos, J. P. (2009). The effect of authority on the persuasiveness of mathematical arguments. Cognition and Instruction, 27, 2550. [preprint] [journal]
Inglis, M., & MejíaRamos, J. P. (2009). On the persuasiveness of visual arguments in mathematics. Foundations of Science, 14, 97110. [preprint] [journal]
MejíaRamos, J. P., & Inglis, M. (2009). What are the argumentative activities associated with proof? Research in Mathematics Education, 11, 7778.
Inglis, M., & MejíaRamos, J. P. (2008). How persuaded are you? A typology of responses. Research in Mathematics Education, 10(2), 119133. [preprint] [journal]
Inglis, M., & MejíaRamos, J. P. (2008). Theoretical and methodological implications of a broader perspective on mathematical argumentation. Mediterranean Journal for Research in Mathematics Education, 7(2), 107119.
Inglis, M., MejíaRamos, J. P., & Simpson, A. (2007). Modelling mathematical argumentation: The importance of qualification. Educational Studies in Mathematics, 66, 321. [preprint] [journal]
Inglis, M., & MejíaRamos, 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, 327352. [preprint]

