Profile: Keith Weber | Graduate School of Education

Profile: Keith Weber



I am a researcher in mathematics education whose interests are in the mathematical cognition of doing advanced mathematics. I am particularly interested in mathematical proof, including how mathematicians and mathematics majors present, read, understand, and evaluate proofs.

I am part of the Proof Comprehension Research Group (PCRG) that investigates the issues described above. Our website, which contains copies of many of my papers, is:

Recent Grants:

K. Weber, N. Wasserman, J.P. Mejia-Ramos, T. Fukawa-Connelly, & A. Cohen. 2015-2018. ULTRA: Upgrading Learning for Teachers in Real Analysis. NSF grant. Award, $519,900.

J.P. Mejia-Ramos, K. Weber, and J. de la Torre. 2013-2015. Validating proof comprehension tests in mathematics. NSF grant (recently funded). Award: $200,000

E. Laffey, E. Etkina, K. Weber, M. Kalelkar, and T. Patathomas. 2011-2015. STEM for Education (STEM-E) scholarship program. NSF grant: DUE-1136381. Award: $1,125,938.

J.P. Mejia-Ramos, K. Weber, E. Fuller, and J. de la Torre. 2010-2013. Proving styles in university mathematics. NSF REESE Grant DRL-1008641. Award: $441,900.

K. Weber. 2007-2012. NSF CAREER: Investigating and teaching the processes used to comprehend mathematical arguments and proofs. NSF CAREER grant: DRL-0643734. Award: $533,489.

C. Maher, A. Powell, and K. Weber. 2003-2006. Informal Mathematical Learning. NSF ROLE Grant REC-0309062. Award: $1,149,020.

  • Departments

    Department of Learning & Teaching

  • Associated Programs

    Ph.D. LCID Specialization in Mathematics Education

    Ph.D. LCID Specialization in Learning Sciences

    Mathematics Education

    Post-Baccalaureate Ed.M. with Certification in Mathematics Education

  • Education

    B.S., Mathematics and Psychology. Carnegie Mellon University.

    M.A., Instructional Science, Carnegie Mellon University.

    M.S., Mathematical Sciences, Carnegie Mellon University.

    Ph.D, Instructional Science, Carnegie Mellon University.

  • Publications


    Many of my publications can be downloaded at:

    Dawkins, P. & Weber, K. (in press). Values and norms of proof for mathematicians and students. To appear in Educational Studies in Mathematics.


    K. Weber (in press). Mathematical humor: Jokes that reveal how we think about mathematics and why we enjoy it. To appear in The Mathematics Intelligencer.


    G. Stylianides, A. Stylianides, & K. Weber (in press). Research on the teaching and learning of proof: Taking stock and moving forward. Invited chapter for J. Cai (ed.) Compendium for Research in Mathematics Education. National Council of Teachers of Mathematics: Reston, VA.


    D. Zazkis, K. Weber, & J.P. Mejia-Ramos (2016). Bridging the gap between informal arguments and verbal-symbolic proofs in calculus. Educational Studies in Mathematics, 92, 155-173.


    K. Weber, T.P. Fukawa-Connelly, J.P. Mejia-Ramos & K. Lew (2016). How to help students understand lectures in advanced mathematics. Notices of the American Mathematical Society,  63, 1190-1193.


    K. Lew, T. Fukawa-Connelly, J.P. Mejia-Ramos, & K. Weber. (2016). Lectures in advanced mathematics: Why students might not understand what the professor is trying to convey. Journal for Research in Mathematics Education, 47, 162-198.


    K. Weber, & R. Leikin (2016). Problem solving and problem posing. Invited chapter for A. Gutierez, G. Leder, & P. Boero (eds.) 2nd Handbook on the Psychology of Mathematics Education. (pp. 353-382). PME.


    B. Zhen, J.P. Mejia-Ramos, & K. Weber (2016). Mathematics majors’ perceptions on the permissibility of graphs in proofs. International Journal for Research in Undergraduate Mathematics Education, 2, 1-29. 


    K. Weber (2015). Effective proof reading strategies to foster comprehension of mathematical proofs.  International Journal for Research in Undergraduate Mathematics Education, 1, 289-314.


    K. Weber and J.P. Mejia-Ramos (2015). The contextual nature of conviction in mathematics. For the Learning of Mathematics, 35(2), 9-14.


    K. Weber, M. Inglis, & J.P. Mejia-Ramos (2014). How mathematicians obtain conviction: Implications for mathematics instruction and epistemic cognition. Educational Psychologist, 49, 36-58.


    J.P. Mejia-Ramos & K. Weber (2014). How and why mathematicians read proofs: Further evidence from a survey study. Educational Studies in Mathematics, 85, 161-173. 


    Y. Lai & K. Weber (2014). Factors mathematicians profess to consider when presenting pedagogical proofs. Educational Studies in Mathematics, 85, 93-108.


    K. Weber & J.P. Mejia-Ramos (2013). On mathematicians’ proof skimming. Journal for Research in Mathematics Education, 44, 464-471.


    K. Weber & J.P. Mejia-Ramos (2013). On influence of sources in the reading of mathematical text: A reply to ShanahanShanahan, and MisischiaJournal of Literacy Research, 45, 87-96.


    M. Inglis, J.P. Mejia-Ramos, K. Weber, and L. Alcock (2013). On mathematicians’ different standards when evaluating elementary proofs. Topics in Cognitive Science, 5, 270-282.


    Y. Lai, K. Weber, & J.P. Mejia-Ramos (2012). Mathematicians’ perspectives on features of a good pedagogical proof. Cognition and Instruction, 30, 146-169.


    J.P. Mejia-Ramos, E. Fuller, K. Weber, A. Samkoff, & K. Rhoads (2012). A model for proof comprehension in undergraduate mathematics. Educational Studies in Mathematics, 79, 3-18.


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


    K. Weber and K. Rhoads (2011). Review of Leikin and Zazkis’ Leaning through teaching mathematics: Development of teachers’ knowledge and expertise in practice. Journal for Research in Mathematics Education, 42, 521-527.


    I. Radu and K. Weber (2011). Refinements on students reasoning on completed infinite iterative processes. Educational Studies in Mathematics, 78, 165-182.


    K. Weber and J.P. Mejia-Ramos (2011). How and why mathematicians read proofs: An exploratory study. Educational Studies in Mathematics, 76, 329-344.


    K. Weber (2010). Mathematics majors’ perceptions of conviction, validity, and proof. Mathematical Thinking and Learning, 12, 306-336.


    K. Weber (2008). How mathematicians determine if an argument is a valid proof. Journal for Research in Mathematics Education, 39, 431-459.


    K. Weber, C. Maher, A. Powell, and H. Lee (2008). Learning opportunities from group discussions: Warrants become the objects of debate. Educational Studies in Mathematics, 68, 247-261.


    K. Weber (2006). Investigating and teaching the thought processes used to construct proofs. Research in Collegiate Mathematics Education, 6, 197-232.


    K. Weber and L. Alcock (2004) Semantic and syntactic proof productions. Educational Studies in Mathematics, 56, 209-234.


    K. Weber (2004). Traditional instruction in advanced mathematics. Journal of Mathematical Behavior, 23, 115-132.


    K. Weber (2001). Student difficulties in constructing proofs: The need for strategic knowledge. Educational Studies in Mathematics, 48, 101-119.

  • Research Initiatives

    My research focuses on advanced mathematical thinking. I am particularly interested in how mathematics majors can understand and learn from proofs in their upper-level mathematics courses.

    My research group's accomplishments can be found at:

  • Awards

    • 2015 Runner-Up for Best Paper at the 18th Conference for Research in Undergraduate Mathematics Education
    • 2014 Best Paper at the 17th Conference for Research in Undergraduate Mathematics Education
    • 2012 Janet Duffin Award for the outstanding paper in the 2012 volume of Research in Mathematical Education
    • 2011 Rutgers Board of Trustees Award for Excellence in Research (highest research honor for a faculty member of Rutgers University)
    • 2010 Selden Prize by the Mathematical Association of America (MAA) for outstanding research in undergraduate mathematics education
    • 2010 Best Paper at the 13th Conference for Research in Undergraduate Mathematics Education
    • 2009 Best Paper at the 12th Conference for Research in Undergraduate Mathematics Education
    • 2009 Rutgers Board of Trustees Research Fellowship for Scholarly Excellence (given to the eight professors across Rutgers’ three campuses with the strongest tenure packages)
    • 2008 Runner-Up for Best Paper at the 11th Conference for Research in Undergraduate Mathematics Education
    • 2008 Rutgers Graduate School of Education Alumni Association Faculty Award for Research
    • 2007 National Science Foundation Early Career Award
    • 2006 Early Career Publication Award—Awarded by the Special Interest Group for Research in Mathematics Education of the AERA for outstanding contribution to the field of mathematics education by a junior faculty member
  • Expertise

    Learning Sciences
    Learning, Cognition and Development


  • 848-932-0804
  • 10 Seminary Place
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    New Brunswick, NJ 08901
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