An alternative framework to evaluate proof productions: A reply to Alcock and Inglis

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An assessment model for proof comprehension in undergraduate mathematics

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Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context

Developing and validating proof comprehension tests in undergraduate mathematics

Do Generic Proofs Improve Proof Comprehension?

scientific article published in 2020

Does generating examples aid proof production?

Factors Influencing Students’ Propensity for Semantic and Syntactic Reasoning in Proof Writing: a Case Study

How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition

article published in 2014

How Persuaded Are You? A Typology of Responses

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How persuaded are you? A typology of responses

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Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey

Making Real Analysis Relevant to Secondary Teachers: Building Up from and Stepping Down to Practice

Mathematicians’ Assessments of the Explanatory Value of Proofs

scientific article published in 2021

Mathematicians’ Perspectives on Features of a Good Pedagogical Proof

Mathematics Majors’ Perceptions of the Admissibility of Graphical Inferences in Proofs

Mathematics teachers’ views about the limited utility of real analysis: A transport model hypothesis

scholarly article by Nicholas Wasserman et al published June 2018 in The Journal of Mathematical Behavior

Modelling mathematical argumentation: the importance of qualification

On Mathematicians' Proof Skimming: A Reply to Inglis and Alcock / Skimming: A Response to Weber and Mejía-Ramos

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On mathematicians' different standards when evaluating elementary proofs

scientific article published in April 2013

On the Persuasiveness of Visual Arguments in Mathematics

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Semantic contamination and mathematical proof: Can a non-proof prove?

The Effect of Authority on the Persuasiveness of Mathematical Arguments

The Influence of Sources in the Reading of Mathematical Text

The Long-Term Cognitive Development of Reasoning and Proof

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Two proving strategies of highly successful mathematics majors

scholarly article by Dov Zazkis et al published September 2015 in The Journal of Mathematical Behavior

What are the argumentative activities associated with proof?

Why and how mathematicians read proofs: an exploratory study

Why and how mathematicians read proofs: further evidence from a survey study

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