Faculty Profiles

Contreras, N., Dawkins, P. C., Guajardo, L. R., Harris, P., Lew, K. M., Melhuish, K. M., … Winger, A. (2025). Humanizing proof-based mathematics instruction through experiences reading rich proofs and mathematician stories. Canadian Journal of Science, Mathematics, and Technology Education, 25, 130–145. https://doi.org/10.1007/s42330-025-00354-4

Patterson, C. L., Dawkins, P. C., Zolt, H. M., Tucci, A. A., Lew, K. M., & Melhuish, K. M. (2024). Adapting the proof of Lagrange’s Theorem into a sequence of group-work tasks. PRIMUS, 1–15.

Lew, K. M., Guajardo, L. R., Gonzalez, M. A., & Melhuish, K. M. (2024). Using Extant Proofs in the Classroom: A Comprehension Activity Structure. PRIMUS.

Melhuish, K. M., Guajardo, L. R., Lew, K. M., Dawkins, P. C., & Roh, K. H. (n.d.). An Elaboration of Master Narratives in Mathematics and How Undergraduates Relate to Counternarratives. In In Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA).

Roh, K. H., Contreras, N., Melhuish, K. M., Dawkins, P. C., Lew, K. M., & Guajardo, L. R. (n.d.). Symbolic Variations Across Mathematical Subareas: Exploring Challenges in Undergraduate Students’ Interpretation of Mathematical Symbols. In In Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA).

Melhuish, K. M., Patterson, C. L., Dawkins, P. C., & Lew, K. M. (2024). Moving Beyond Show and Tell in Proof-Based Courses. Notices of the American Mathematical Society, 72(1), 51–59.

Guajardo, L. R., Lew, K. M., & Melhuish, K. M. (n.d.). Here’s What “I” Do: Investigating the Actions Students Take in Proof Comprehension Tasks. In In Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.

Melhuish, K. M., Wrightsman, E. M., Guajardo, L. R., Lew, K. M., & Weber, K. (n.d.). A Gendered-Language Analysis of Abstract Algebra, Real Analysis, and Introduction to Proof Textbooks. In In Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.

Melhuish, K. M., Lew, K. M., Hicks, M. D., Guajardo, L. R., Dawkins, P. C., & Morey, S. (2023). Proving, Analyzing, and Deepening Understanding of a Structural Property in Abstract Algebra. In Sharing and Storing Knowledge about Teaching Undergraduate Mathematics An Introduction to a Written Genre for Sharing Lesson-specific Instructional Knowledge (pp. 129–140). Washington, D.C., United States of America: Mathematics Association of America. Retrieved from https://maa.org/sites/default/files/pdf/pubs/books/members/NTE95_web.pdf

Melhuish, K. M., Guajardo, L. R., Dawkins, P. C., Zolt, H. M., & Lew, K. M. (2023). The Role of Quotient Group Meanings in a Theorem and Proof Comprehension Task. Educational Studies in Mathematics.

Melhuish, K. M., Lew, K. M., Dawkins, P. C., Strickland, S. K., & Patterson, C. L. (2023). Engineering Instructional Practices to Better Support Access and Participatory Equity in Authentic Proof Activity. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education. Retrieved from http://sigmaa.maa.org/rume/RUME25v2.pdf

Guajardo, L. R., & Lew, K. M. (n.d.). Connecting Proof Comprehension with the Student Perspective: The Case of Christy. In RUME Conference Proceedings.

Melhuish, K. M., Guajardo, L. R., Contreras, N., Dawkins, P. C., Diaz-Lopez, A., Garcia, R., … Winger, A. (n.d.). Opposing Dimensions in Mathematicians’ Counter Narratives Written for Undergraduate Students. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education.

Lew, K. M., Fukawa-Connelly, T., & Weber, K. (2022). The mathematical practice of learning through lectures: Preliminary hypotheses on how students learn to understand definitions. In Practice-Oriented Research in Tertiary Mathematics Education: New Directions.

Melhuish, K. M., Dawkins, P. C., Lew, K. M., & Strickland, S. K. (2022). Lessons learned about incorporating high-leverage teaching practices in the undergraduate proof classroom to promote authentic and equitable participation. International Journal of Research in Undergraduate Mathematics Education.

Lew, K. M. (2022). Students’ perceptions about the language of proof writing and their implications for instruction and research. In New directions for research in proving: Honoring the legacy of John and Annie Selden.

Melhuish, K. M., Vroom, K., Lew, K. M., & Ellis, B. (2022). Operationalizing Authentic Mathematical Proof Activity Using Disciplinary Tools. The Journal of Mathematical Behavior, 68, 101009. https://doi.org/10.1016/j.jmathb.2022.101009

Melhuish, K. M., Vroom, K., Lew, K. M., & Ellis, B. (2021). Operationalizing authentic and disciplinary activity for the undergraduate context. In Olanoff, D., Johnson, K., & Spitzer, S.M. (Eds.). Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 349–358).

Lew, K. M., & Guajardo, L. R. (2021). Using Proof Comprehension Tests in-class to Encourage Student Engagement and Improve Proof Comprehension. In In the Proceedings of The XXIV Annual Conference on Research on Undergraduate Mathematics Education.

Lew, K. M. (2021). The necessity of context in mathematical proof writing at the university level. In The 14th International Congress on Mathematical Education.

Melhuish, K. M., Lew, K. M., Hicks, M., & Kandasamy, S. (2020). Abstract Algebra Students’ Evoked Concept Images for Functions and Homomorphisms  . The Journal of Mathematical Behavior, 60.

Lew, K. M., & Mejía-Ramos, J. P. (2020). The linguistic conventions of mathematical proof writing across pedagogical contexts. Educational Studies in Mathematics.

Melhuish, K. M., Lew, K. M., & Hicks, M. D. (2020). Comparing Student Proofs to Explore a Structural Property in Abstract Algebra. PRIMUS.

Melhuish, K. M., Lew, K. M., Baumgard, T. B., & Ellis, B. (2020). Adapting K-12 Teaching Routines to the Advanced Mathematics Classroom. In In Karunakaran, S. S., Reed, Z., & Higgins, A. (Eds.). Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education.

Lew, K. M., Melhuish, K. M., & Dawkins, P. C. (2020). Proving Activities of Abstract Algebra Students in a Group Task-based Interview. In In Karunakaran, S. S., Reed, Z., & Higgins, A. (Eds.). Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education.

Olsen, J., Lew, K. M., & Weber, K. (2020). Mathematicians’ metaphors for describing mathematical practice. Educational Studies in Mathematics.

Lew, K. M., Weber, K., & Mejía Ramos, J. P. (2020). Do generic proofs improve proof comprehension? Journal of Educational Research in Mathematics.

Mejía-Ramos, J. P., Alcock, L., Lew, K. M., Rago, P., Sangwin, C., & Inglis, M. (2019). Using linguistic corpora to understand mathematical explanation. In Methodological Advances in Experimental Philosophy.

Weber, K., Lew, K. M., & Mejía-Ramos, J. P. (2019). Using expectancy value theory to account for students’ mathematical justifications. Cognition and Instruction.

Lew, K. M., & Mejía-Ramos, J. P. (2019). Linguistic conventions of mathematical proof writing at the undergraduate level: Mathematicians’ and students’ perspectives. Journal for Research in Mathematics Education, 50(2), 121–155.

Melhuish, K. M., Lew, K. M., Hicks, M., & Kandasamy, S. (2019). Abstract Algebra Students’ Function-Related Understanding and Activity. In In Weinberg, A., Moore-Russo, D., Soto, H., & Wawro, M. (Eds.). Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 419–427).

Lew, K. M. (2019). How do mathematicians describe mathematical maturity? In Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education.

Melhuish, K. M., Lew, K. M., Kandasamy, S. S., & Hicks, M. D. (2019). Function Coherence in Advanced Mathematics. In In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.) Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (pp. 961–966).

Melhuish, K. M., & Lew, K. M. (2019). The Dysfunction of Functions in Abstract Algebra. In AMSBlog: On Teaching and Learning Mathematics. Retrieved from https://blogs.ams.org/matheducation/2019/11/21/the-dysfunction-of-functions-in-abstract-algebra/#more-2879

Lew, K. M., & Zazkis, D. (2019). Undergraduate mathematics students’ at-home exploration of a prove-or-disprove task. The Journal of Mathematical Behavior, 54.

Olsen, J., Lew, K., & Weber, K. (2019). Mathematicians’ Metaphors for Describing Mathematical Practice. In Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education.

Lew, K. M., & Zazkis, D. (2018). An undergraduate mathematics student’s counterexample generation process. In Proceedings of the 21th Annual Conference on Research in Undergraduate Mathematics Education.

Mejía-Ramos, J. P., Lew, K. M., de la Torre, J., & Weber, K. (2017). Developing and validating proof comprehension tests in undergraduate mathematics. Research in Mathematics Education, 19(2), 130–146.

Lew, K. M., & Mejía-Ramos, J. P. (2017). Mathematicians’ evaluations of the language of mathematical proof writing in three different undergraduate pedagogical contexts. In Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. Singapore, Singapore: National Institute of Education.

Lew, K. M., & Mejía-Ramos, J. P. (2017). Mathematicians’ evaluations of the language of mathematical proof writing at the undergraduate level in three different pedagogical contexts. In Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education.

Alcock, L., Inglis, M., Lew, K. M., Mejia-Ramos, J. P., Rago, P., & Sangwin, C. (2017). Comparing expert and learner mathematical language: A corpus linguistics approach. In Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education.

Weber, K., Lew, K. M., & Mejía-Ramos, J. P. (2017). Using expectancy value theory to account for students’ mathematical justifications. In Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education.

Lew, K. M., Fukawa-Connelly, T., Mejía-Ramos, J. P., & Weber, K. (2016). Lectures in advanced mathematics: Why students might not understand what the professor is trying to convey. Journal for Research in Mathematics Education, 47(2), 162–198.

Weber, K., Fukawa-Connelly, T. P., Mejía-Ramos, J. P., & Lew, K. M. (2016). How to help students understand lectures in advanced mathematics. Notices of the American Mathematical Society, 63(10), 1190–1193.

Lew, K. M., & Mejía-Ramos, J. P. (2016). ’It’s not an English class’: Is correct grammar an important part of mathematical proof writing at the undergraduate level? In Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education.

Lew, K. M., & Mejía-Ramos, J. P. (2015). Linguistic norms of undergraduate mathematics proof writing as discussed by mathematicians and understood by students. In Proceedings of the 37th Conference of the North American Chapter of the Psychology of Mathematics Education. East Lansing, Michigan: Michigan State University.

Lew, K. M., & Mejía-Ramos, J. P. (2015). Unconventional uses of mathematical language in undergraduate proof writing. In Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education.

Lew, K. M., Fukawa-Connelly, T., Mejía-Ramos, J. P., & Weber, K. (2014). How a professor uses diagrams in a mathematics lecture and how students understand them. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 4, pp. 113–120). Vancouver,  Canada: PME.

Fukawa-Connelly, T., Lew, K. M., Mejía-Ramos, J. P., & Weber, K. (2014). Why lectures in advanced mathematics often fail. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 3, pp. 129–136). Vancouver, Canada: PME.

Lew, K. M., Fukawa-Connelly, T., Mejía-Ramos, J. P., & Weber, K. (2014). Why Lectures In Advanced Mathematics Often Fail. In Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education.

Lew, K. M., Fukawa-Connelly, T., Mejía-Ramos, J., & Weber, K. (2014). Diagrams In Advanced Mathematics: Affordances and Limitations. In Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education.

Lew, K. M., Mejía-Ramos, J. P., & Weber, K. (2013). Students’ use of informal representations in proof construction. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 324). Chicago, IL: University of Illinois at Chicago.

Lew, K. M., Mejía-Ramos, J. P., & Weber, K. (2013). Not All Informal Representations are Created Equal. In Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education.

Fuller, E., Mejía-Ramos, J. P., Weber, K., Samkoff, A., Rhoads, K., Doongaji, D., & Lew, K. M. (2011). Comprehending Leron’s structured proofs. In S. Brown, S. Larsen, K. Marrongelle, & M. Oehrtman (Eds.), Proceedings of the 14th Conference on Research in Undergraduate Mathematics Education (Vol. 1, pp. 84–102).