R. L. Cabrini, Fermín A. Carranza,
... Cabrini M.D. Laboratorio de Anatomia Patológica, Hospital Ramos Mejia, Buenos Aires, Argentina. Buenos Aires, ArgentinaSearch for more ... D.D.S. Laboratorio de Anatomia Patológica, Hospital Ramos Mejia, Buenos Aires, Argentina. Buenos Aires, ArgentinaSearch for more ... Cabrini M.D. Laboratorio de Anatomia Patológica, Hospital Ramos Mejia, Buenos Aires, Argentina. Buenos Aires, ArgentinaSearch for more ... D.D.S. Laboratorio de Anatomia Patológica, Hospital Ramos Mejia, Buenos Aires, Argentina. Buenos Aires, ArgentinaSearch for more ...
Tópico(s): Oral health in cancer treatment
1958 - American Academy of Periodontology | The Journal of Periodontology
R. L. Cabrini, Fermín A. Carranza,
... Cabrini, R. L. Cabrini Department of Pathology, Hospital Ramos Mejia, and Faculty of Dentistry, University of Buenos Aires, ... F. A. Carranza Jr. Department of Pathology, Hospital Ramos Mejia, and Faculty of Dentistry, University of Buenos Aires, ... Cabrini, R. L. Cabrini Department of Pathology, Hospital Ramos Mejia, and Faculty of Dentistry, University of Buenos Aires, ... F. A. Carranza Jr. Department of Pathology, Hospital Ramos Mejia, and Faculty of Dentistry, University of Buenos Aires, ...
Tópico(s): Porphyrin Metabolism and Disorders
1963 - American Academy of Periodontology | The Journal of Periodontology
Keith Weber, Juan Pablo Mejía-Ramos,
... that proof. Authors Keith Weber and Juan Pablo Mejía-Ramos present an analysis of Inglis and Alcock's ...
Tópico(s): Cognitive and developmental aspects of mathematical skills
2013 - National Council of Teachers of Mathematics | Journal for Research in Mathematics Education
Hilda Lomel�, Ver�nica Ramos-Mej�a, Marina Gertsenstein, Corrinne G. Lobe, András Nagy,
... MexicoSearch for more papers by this authorVerónica Ramos-Mejía, Verónica Ramos-Mejía Departamento de Genética y Fisiologia Molecular, Instituto ... MexicoSearch for more papers by this authorVerónica Ramos-Mejía, Verónica Ramos-Mejía Departamento de Genética y Fisiologia Molecular, Instituto de ...
Tópico(s): Tissue Engineering and Regenerative Medicine
2000 - Wiley | genesis
Mauricio B. Rosenbaum, Atdemar J. Alvarez,
... the "Pabellón de Cardiología Luis H. Inchauspe", Policlínico Ramos Mejía, Buenos Aires. 2. In the abnormal group of ...
Tópico(s): Cardiomyopathy and Myosin Studies
1955 - Elsevier BV | American Heart Journal
... and Massachusetts General Hospital, Boston, Massachusetts. Formerly from Ramos Mejia Hospital, Buenos Aires, Argentina.I wish to thank ...
Tópico(s): Ophthalmology and Eye Disorders
1942 - American College of Physicians | Annals of Internal Medicine
Fermín A. Carranza, R. L. Cabrini,
Tópico(s): Oral health in cancer treatment
1963 - Elsevier BV | Journal of Investigative Dermatology
Matthew Inglis, Juan Pablo Mejía-Ramos,
Three experiments are reported that investigate the extent to which an authority figure influences the level of persuasion undergraduate students and research-active mathematicians invest in mathematical arguments. We demonstrate that, in some situations, both students and researchers rate arguments as being more persuasive when they are associated with an expert mathematician than when the author is anonymous. We develop a model that accounts for these data by suggesting that, for both students ...
Tópico(s): Educational Strategies and Epistemologies
2009 - Taylor & Francis | Cognition and Instruction
Juan Pablo Mejía-Ramos, Matthew Inglis,
Our goal in this paper is to identify the different argumentative activities associated with the notion of mathematical proof. Having identified the different activities we present the results of a bibliographic study designed to explore the extent to which each of these activities has been researched in the field of mathematics education. We conclude by arguing that the comprehension and presentation of given arguments are important, but under-researched mathematical activities related to proof.
Tópico(s): Pragmatism in Philosophy and Education
2009 - Routledge | Research in Mathematics Education
Matthew Inglis, Juan Pablo Mejía-Ramos,
Two experiments are reported which investigate the factors that influence how persuaded mathematicians are by visual arguments. We demonstrate that if a visual argument is accompanied by a passage of text which describes the image, both research-active mathematicians and successful undergraduate mathematics students perceive it to be significantly more persuasive than if no text is given. We suggest that mathematicians’ epistemological concerns about supporting a claim using visual images are less ...
Tópico(s): Visual and Cognitive Learning Processes
2008 - Springer Science+Business Media | Foundations of Science
Matthew Inglis, Juan Pablo Mejía-Ramos, Adrian Simpson,
In recent years several mathematics education researchers have attempted to analyse students' arguments using a restricted form of Toulmin's [The Uses of Argument, Cambridge University Press, UK, 1958] argumentation scheme. In this paper we report data from task-based interviews conducted with highly talented postgraduate mathematics students, and argue that a superior categorisation of genuine mathematical argumentation is provided by the use of Toulmin's full scheme. In particular, we suggest that ...
Tópico(s): Innovative Teaching and Learning Methods
2007 - Springer Science+Business Media | Educational Studies in Mathematics
Keith Weber, Juan Pablo Mejía-Ramos,
Tópico(s): Cognitive and developmental aspects of mathematical skills
2011 - Springer Science+Business Media | Educational Studies in Mathematics
Paola Iannone, Matthew Inglis, Juan Pablo Mejía-Ramos, Adrian Simpson, Keith Weber,
Many mathematics education researchers have suggested that asking learners to generate examples of mathematical concepts is an effective way of learning about novel concepts. To date, however, this suggestion has limited empirical support. We asked undergraduate students to study a novel concept by either tackling example generation tasks or reading worked solutions to these tasks. Contrary to suggestions in the literature, we found no advantage for the example generation group on subsequent proof ...
Tópico(s): Cognitive and developmental aspects of mathematical skills
2011 - Springer Science+Business Media | Educational Studies in Mathematics
Juan Pablo Mejía-Ramos, Matthew Inglis,
The way words are used in natural language can influence how the same words are understood by students in formal educational contexts. Here we argue that this so-called semantic contamination effect plays a role in determining how students engage with mathematical proof, a fundamental aspect of learning mathematics. Analyses of responses to argument evaluation tasks suggest that students may hold two different and contradictory conceptions of proof: one related to conviction, and one to validity. ...
Tópico(s): Educational Strategies and Epistemologies
2011 - Elsevier BV | The Journal of Mathematical Behavior
Juan Pablo Mejía-Ramos, Evan Fuller, Keith Weber, Kathryn Rhoads, Aron Samkoff,
Although proof comprehension is fundamental in advanced undergraduate mathematics courses, there has been limited research on what it means to understand a mathematical proof at this level and how such understanding can be assessed. In this paper, we address these issues by presenting a multidimensional model for assessing proof comprehension in undergraduate mathematics. Building on Yang and Lin's (Educational Studies in Mathematics 67:59–76, 2008) model of reading comprehension of proofs in high ...
Tópico(s): History and Theory of Mathematics
2011 - Springer Science+Business Media | Educational Studies in Mathematics
Yvonne Lai, Keith Weber, Juan Pablo Mejía-Ramos,
Abstract In this article, we report two studies investigating what mathematicians value in a pedagogical proof. Study 1 is a qualitative study of how eight mathematicians revised two proofs that would be presented in a course for mathematics majors. These mathematicians thought that introductory and concluding sentences should be included in the proofs, main ideas should be formatted to emphasize their importance, and extraneous or redundant information should be removed to avoid distracting or ...
Tópico(s): Statistics Education and Methodologies
2012 - Taylor & Francis | Cognition and Instruction
Keith Weber, Matthew Inglis, Juan Pablo Mejía-Ramos,
The received view of mathematical practice is that mathematicians gain certainty in mathematical assertions by deductive evidence rather than empirical or authoritarian evidence. This assumption has influenced mathematics instruction where students are expected to justify assertions with deductive arguments rather than by checking the assertion with specific examples or appealing to authorities. In this article, we argue that the received view about mathematical practice is too simplistic; some ...
Tópico(s): Education and Critical Thinking Development
2014 - Routledge | Educational Psychologist
Juan Pablo Mejía-Ramos, Keith Weber,
Tópico(s): Data Visualization and Analytics
2013 - Springer Science+Business Media | Educational Studies in Mathematics
... skimming strategy hypothesized by Weber (2008). Weber and Mejía-Ramos (2013) argued that this was due to a ...
Tópico(s): Advanced Text Analysis Techniques
2013 - National Council of Teachers of Mathematics | Journal for Research in Mathematics Education
Matthew Inglis, Juan Pablo Mejía-Ramos, Keith Weber, Lara Alcock,
In this article, we report a study in which 109 research-active mathematicians were asked to judge the validity of a purported proof in undergraduate calculus. Significant results from our study were as follows: (a) there was substantial disagreement among mathematicians regarding whether the argument was a valid proof, (b) applied mathematicians were more likely than pure mathematicians to judge the argument valid, (c) participants who judged the argument invalid were more confident in their judgments ...
Tópico(s): Cognitive and developmental aspects of mathematical skills
2013 - Wiley | Topics in Cognitive Science
Keith Weber, Juan Pablo Mejía-Ramos,
We argue that mathematics majors learn little from the proofs they read in their advanced mathematics courses because these students and their teachers have different perceptions about students' responsibilities when reading a mathematical proof. We used observations from a qualitative study where 28 undergraduates were observed evaluating mathematical arguments to hypothesize that mathematics majors hold four specific unproductive beliefs about proof reading. We then conducted a survey about these ...
Tópico(s): Cognitive and developmental aspects of mathematical skills
2013 - Taylor & Francis | International Journal of Mathematical Education in Science and Technology
Kristen Lew, Timothy Fukawa-Connelly, Juan Pablo Mejía-Ramos, Keith Weber,
We describe a case study in which we investigate the effectiveness of a lecture in advanced mathematics. We first videorecorded a lecture delivered by an experienced professor who had a reputation for being an outstanding instructor. Using video recall, we then interviewed the professor to determine the ideas that he intended to convey and how he tried to convey these ideas in this lecture. We also interviewed 6 students to see what they understood from this lecture. The students did not comprehend ...
Tópico(s): Mathematics Education and Teaching Techniques
2016 - National Council of Teachers of Mathematics | Journal for Research in Mathematics Education
Dov Zazkis, Keith Weber, Juan Pablo Mejía-Ramos,
Tópico(s): Teaching and Learning Programming
2016 - Springer Science+Business Media | Educational Studies in Mathematics
Lia Budi Tristanti, Akbar Sutawidjaja, Abdur Rahman As’ari, Makbul Muskar,
... is one quality determinant of an argumentation. Inglis, Mejia-Ramos, and Simpson (2007) mentioned types of warrant in ...
Tópico(s): STEM Education
2016 - Elsevier BV | Educational Research Review
Nicholas H. Wasserman, Timothy Fukawa-Connelly, Matthew Villanueva, Juan Pablo Mejía-Ramos, Keith Weber,
Future teachers often claim that advanced undergraduate courses, even those that attempt to connect to school mathematics, are not useful for their teaching. This paper proposes a new way of designing advanced undergraduate content courses for secondary teachers. The model involves beginning with an analysis of the curriculum and practices of school mathematics and its teaching, and then using those to build up to the advanced mathematics – in this case, real analysis. After developing definitions, ...
Tópico(s): Statistics Education and Methodologies
2016 - Taylor & Francis | PRIMUS
Juan Pablo Mejía-Ramos, Kristen Lew, Jimmy de la Torre, Keith Weber,
In this article, we describe and illustrate the process by which we developed and validated short, multiple-choice, reliable tests to assess undergraduate students' comprehension of three mathematical proofs. We discuss the purpose for each stage and how it benefited the design of our instruments. We also suggest ways in which this process could be employed by other researchers to develop and validate their own reliable proof comprehension tests.
Tópico(s): Statistics Education and Methodologies
2017 - Routledge | Research in Mathematics Education
Timothy Fukawa-Connelly, Keith Weber, Juan Pablo Mejía-Ramos,
This study investigates 3 hypotheses about proof-based mathematics instruction: (a) that lectures include informal content (ways of thinking and reasoning about advanced mathematics that are not captured by formal symbolic statements), (b) that informal content is usually presented orally but not written on the board, and (c) that students do not record the informal content that is only stated orally but do if it is written on the board. The authors found that (a) informal content was common (with, on ...
Tópico(s): Learning Styles and Cognitive Differences
2017 - National Council of Teachers of Mathematics | Journal for Research in Mathematics Education
Nicholas H. Wasserman, Keith Weber, Matthew Villanueva, Juan Pablo Mejía-Ramos,
In the United States and elsewhere, prospective teachers of secondary mathematics are usually required to complete numerous advanced mathematics courses before obtaining certification. However, several research studies suggest that teachers' experiences in these advanced mathematics courses have little influence on their pedagogical practice and efficacy. To understand this phenomenon, we presented 14 secondary mathematics teachers with four statements and proofs in real analysis that related to ...
Tópico(s): Statistics Education and Methodologies
2018 - Elsevier BV | The Journal of Mathematical Behavior
Keith Weber, Juan Pablo Mejía-Ramos, Timothy Fukawa-Connelly, Nicholas H. Wasserman,
Prospective secondary mathematics teachers are typically required to take advanced university mathematics courses. However, many prospective teachers see little value in completing these courses. In this paper, we present the instantiation of an innovative model that we have previously developed on how to teach advanced mathematics to prospective teachers in a way that informs their future pedagogy. We illustrate this model with a particular module in real analysis in which theorems about continuity, ...
Tópico(s): Statistics Education and Methodologies
2019 - Elsevier BV | The Journal of Mathematical Behavior
Kristen Lew, Juan Pablo Mejía-Ramos,
This study examined the genre of undergraduate mathematical proof writing by asking mathematicians and undergraduate students to read 7 partial proofs and identify and discuss uses of mathematical language that were out of the ordinary with respect to what they considered conventional mathematical proof writing. Three main themes emerged: First, mathematicians believed that mathematical language should obey the conventions of academic language, whereas students were either unaware of these conventions ...
Tópico(s): Cognitive and developmental aspects of mathematical skills
2019 - National Council of Teachers of Mathematics | Journal for Research in Mathematics Education