for the learning of mathematics |
| Keith Weber - Vol. 22 Num. 3 (2002) | ||
| Beyond proving and explaining: proofs that justify the use
of definitions and axiomatic structures and proofs that illustrate
technique | 14-17 | |
| Keith Weber - Vol. 25 Num. 1 (2005) | ||
| Using warranted implications to understand and validate proofs | 34-38 | |
| Keith Weber - Vol. 25 Num. 3 (2005) | ||
| On logical thinking in mathematics classrooms | 30-31 | |
| Keith Weber - Vol. 30 Num. 1 (2010) | ||
| Proofs that develop insight ABSTRACT | 32-37 | |
| Keith Weber - Vol. 35 Num. 2 (2015) | ||
| On relative and absolute conviction in mathematics ABSTRACT | 15-21 | |
| Keith Weber - Vol. 37 Num. 3 (2017) | ||
| Pedagogical applications from real analysis for secondary mathematics teachers ABSTRACT | 14-18 | |
| Keith Weber - Vol. 38 Num. 2 (2018) | ||
| Alternative perspectives on cultural dimensions of proof in the mathematical curriculum: a reply to Shinno et al. | 23-25 | |
| Keith Weber - Vol. 41 Num. 3 (2021) | ||
| On two definitions of ‘function’ | 22-24 | |
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