KEITH WEBER

Contact information:

• E-mail: keith.weber@gse.rutgers.edu
• 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 and selected book chapters

• K. Weber, C. Maher, A. Powell, and H.S. Lee (in press). Learning opportunities from group discussions: Warrants become the objects of debate. To appear in Educational Studies in Mathematics.
• K. Weber (in press). How do mathematicians determine if an argument is a valid proof? To appear in Journal for Research in Mathematics Education.
• K. Weber and L. Alcock (in press). Syntactic and semantic reasoning processes in advanced mathematics. To appear in M. Blanton, D. Stylianou, and E. Knuth (eds.) A proof story across the grades.
• K. Weber (in press). Developing students' understanding of trigonometric functions. To appear in Mathematics Teacher.
• K. Weber (in press). The role of affect in learning real analysis: A case study. To appear in Research in Mathematics Education.
• L. Alcock and K. Weber (in press). Referential and syntactic approaches to proving: Case studies from a transition-to-proof course. To appear in Research in Collegiate Mathematics Education.
• K. Weber and S. Larsen (in press). Teaching and learning abstract algebra. In M. Carlson and C. Rasmussen (eds.) Making the connection: Research and teaching in undergraduate mathematics. MAA Notes.
• 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.
• 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
• 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.

Grants

Awards

• 2006 Early Career Publication Award (by the AERA SIG/RME for outstanding mathematics education publication by a junior faculty member).