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Faculty/Research > Faculty Profiles > Keith H. Weber
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Keith H. Weber
Profile Interests C.V.  
 
Curriculum Vitae

KEITH WEBER

Contact information:

  • Phone: (732) 932-7496
  • Address: Rutgers University,   Graduate School of Education,   10 Seminary Place,   New Brunswick, NJ, 08901.

Education

  • May, 1997              B.S. Mathematics and Cognitive Psychology. Carnegie Mellon University. Pittsburgh, PA.
  • December, 1999  M.A. Instructional Science. Carnegie Mellon University. Pittsburgh, PA.
  • May, 2000              M.S., Mathematics. Carnegie Mellon University. Pittsburgh, PA.
  • August, 2001        Ph.D., Instructional Science. Carnegie Mellon University. Pittsburgh, PA

Employment History

  • 2001-2003             Assistant Professor of Mathematics. Murray State University. Murray, KY.
  • 2003-present         Assistant Professor of Mathematics Education. Rutgers University. New Brunswick, NJ.

Journal articles

  • L. Alcock and K. Weber (in press). Undergraduates' example use in proof productions: Purposes and effectiveness. To appear in Investigations in Mathematical Learning (was Focus on LPM).
  • E. Katic, C. Hmelo-Silver, and K. Weber (in press). Material mediation: Tools and representations supporting collaborative problem-solving discourse. To appear in International Journal of Teaching and Learning in Higher Education.
  • L. Alcock and K. Weber (2009). Referential and syntactic approaches to proving: Case studies from a transition-to-proof course. Research in Collegiate Mathematics Education, 7, 101-123.
  • C. Maher and K. Weber (2009). Precision in the teaching, learning, and communicating of elementary mathematics. AASA Journal of Scholarship and Practice, 6, 50-54.
  • K. Weber, C. Maher, A. Powell, and H.S. Lee (2008). Learning opportunities from group discussions: Warrants become the objects of debate. Educational Studies in Mathematics, 68, 247-261.
  • K. Weber (2008). How mathematicians determine if an argument is a valid proof. Journal for Research in Mathematics Education, 39, 431-459.
  • K. Weber (2008). Teaching trigonometric functions: Lessons learned from a research study. Mathematics Teacher, 99(9), 644-649.
  • K. Weber (2008). The role of affect in learning real analysis: A case study. Research in Mathematics Education, 10(1), 71-85.
  • M. Raman and K. Weber (2006). Key ideas in the context of three high school geometry proofs. Mathematics Teacher, 99, 644-649.
  • K. Weber (2006). Investigating and teaching the thought processes used to construct proofs. Research in Collegiate Mathematics Education, 6, 197-232.
  • K. Weber (2005). Problem-solving, proving, and learning: The relationship between problem-solving processes and learning opportunities in proof construction. Journal of Mathematical Behavior, 24(3-4), 351-360.
  • J. Cai, J. Mamona-Downs, and K. Weber (2005). Problem solving research in mathematics education: What have we done and where we are going. Journal of Mathematical Behavior, 24(3-4), 217-220.
  • K. Weber (2005). On logical thinking in advanced mathematics classrooms- A reply to "Talking about logic", Reid and Inglis. For the Learning of Mathematics, 25(3), 30-31.
  • K. Weber (2005). Students' understanding of trigonometric functions. Mathematics Education Research Journal, 17(3), 97-118.
  • K. Weber (2005). A procedural route toward understanding aspects of proof: Case studies from real analysis. Canadian Journal of Science, Mathematics, and Technology Education., 5(4), 469-483.
  • L. Alcock and K. Weber (2005). Proof validation in real analysis: Inferring and evaluating warrants. Journal of Mathematical Behavior, 24(2), 125-134.
  • K. Weber and L. Alcock (2005). Using warranted implications to understand and validate proofs. For the Learning of Mathematics, 25(1), 34-38.
  • K. Weber and L. Alcock (2004) Semantic and syntactic proof productions. Educational Studies in Mathematics, 56, 209-234.
  • D. Roach, D. Gibson, and K. Weber (2004). Why is the square root of 25 not +/- 5? Mathematics Teacher, 97(1), 12-13.
  • K. Weber (2004). Traditional instruction in advanced mathematics courses. Journal of Mathematical Behavior, 23(2), 115-133.
  • L. Reder, K. Weber, J. Shang, and P. Vanyukov (2003). The adaptive character of the attention system: Statistical sensitivity in a target localization task. Journal of Experimental Psychology: Human Perception and Performance, 29(3), 631-649.
  • K. Weber (2002). Beyond proving and explaining: Proofs that justify the use of definitions and axiomatic structures and proofs that illustrate technique. For the Learning of Mathematics, 22(3), 14-17.
  • R. Cavalier and K. Weber (2002). Learning, media, and the case of Dax Cowart: A comparison of text, film, and interactive multimedia. Interactive Learning Environments, 10(3), 243-262.
  • K. Weber (2001). Student difficulties in constructing proofs: The need for strategic knowledge. Educational Studies in Mathematics, 48(1), 101-119.
Book chapters and other articles in contributed volumes
  • K. Weber and L. Alcock (2009). Syntactic and semantic reasoning processes in advanced mathematics. In M. Blanton, D. Stylianou, and E. Knuth (eds.) A proof story across the grades.
  • K. Weber and S. Larsen (2008). Teaching and learning abstract algebra. In M. Carlson and C. Rasmussen (eds.) Making the connection: Research and teaching in undergraduate mathematics. MAA Notes.
  • K. Weber, M. Porter, and D. Housman (2008). Example usage in understanding concepts and proofs. In M. Carlson and C. Rasmussen (eds.) Making the connection: Research and teaching in undergraduate mathematics. MAA Notes.
  • K. Weber (2003). Students' difficulty with proof. In A. Selden and J. Selden (eds.) Research Sampler, 8. Available from the following MAA website on the teaching of learning of mathematics: http://www.maa.org/t_and_l/sampler/research_sampler.html

Grants

  • PI: K. Weber. CAREER: Understanding and teaching the processes to comprehend mathematical arguments and proofs. $533,489. NSF Early Career Grant. (Award #DRL0643734). 2007-2012.
  • (Co-PI). Carolyn Maher, Arthur Powell, Keith Weber. Informal Mathematical Learning. $1,149,020. NSF ROLE grant. (Award # REC0309062). 2003-2006.

Awards

  • 2006 Early Career Publication Award (by the AERA SIG/RME for outstanding mathematics education publication by a junior faculty member).
  • 2007 National Science Foundation Early Faculty Career
  • 2008 Rutgers GSE Alumni Association Faculty Award for Research
  • 2008 Runner-up for Best Paper at the 11th Conference for Research in Undergraduate Mathematics Education
  • 2009 Rutgers Board of Trustees Research Fellowship for Scholarly Excellence
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