See also talks for mathematicians, for students, and for teachers.

#### Plenary presentations

#### 2016

Learning by reading: What eye-movement studies tell us about proof comprehension. *Hanse Kolloquium*. Münster, Germany.

#### 2015

Tilting the classroom: Interactive lectures in proof-based mathematics*. First Year in Mathematics Workshop*. Melbourne, Australia.

#### 2012

Reading processes and proof comprehension. *Conference on Research in Undergraduate Mathematics Education*. Portland, Oregon, USA.

#### 2006

Watching students construct proofs. *3 ^{rd} Irish Symposium for Undergraduate Mathematics Education*. National University of Ireland, Galway.

#### Research presentations

#### 2015

How do people read mathematics? *Department of Statistics, *Warwick, UK.

Using self-explanation training to improve mathematical comprehension. *Faculty of Science, Engineering and Technology*, Swinburne University of Technology, Melbourne, Australia.

How do people read and validate mathematical arguments? *Faculty of Science, Engineering and Technology*, Swinburne University of Technology, Melbourne, Australia.

Learning to reason about mathematical concepts. *Faculty of Science, Engineering and Technology*, Swinburne University of Technology, Melbourne, Australia.

Electronic resources designed to support mathematical comprehension: Good intentions, poor outcomes. *Faculty of Science, Engineering and Technology*, Swinburne University of Technology, Melbourne, Australia.

How do people read mathematics? *School of Computing, Engineering and Mathematics*, Brighton, UK*.*

How do people read mathematics? *Department of Mathematics*, Royal Holloway, UK.

#### 2014

How do people read mathematics? *School of Mathematical Sciences, *Nottingham, UK.

Investigating and improving mathematical reading. *Discovery and Reasoning in Mathematics Group, *Edinburgh, UK.

Investigating and improving undergraduates’ mathematical reading. *Learning from proofs: A one-day conference on the teaching and learning of mathematical proof*. Rutgers, NJ, USA.

Thinking about mathematical proof: Empirical research on reading and reasoning. *4 ^{th} Finnish and Estonian Mathematics Colloquium*. Helsinki, Finland.

#### 2013

Improving proof comprehension: Changing the presentation vs. changing the engagement. *HEA Workshop on Mathematical Higher Education, British Mathematical Colloquium*, Sheffield, UK.

Empirical research on undergraduate proof comprehension. *School of Mathematics*, Edinburgh, UK.

#### 2010

Definitions and proof: Investigating two issues in early undergraduate mathematics learning. *Department of Mathematics and Statistics*, NUI Maynooth, Ireland.

Understanding proof-based mathematics: Challenges facing learners and educators. *Sigma SW Hub*, Exeter, UK.

#### 2008

Students’ use of examples in mathematical reasoning. *Department of Education & Professional Studies*, King’s College London, UK.

How do your students think about proof? A DVD resource for mathematicians. *Special Interest Group Mathematicians for Educational Reform at the Winter Meetings of the AMS/MAA*. San Diego, CA, USA.

#### 2006

Students’ reasoning about upper bounds. *Graduate School of Education*, Rutgers, USA.

Students and proof. *Department of Mathematical Sciences*, Essex, UK.

Students and proof. *Mathematics Institute*, Warwick, UK.

Teaching and learning mathematical proof. *Mathematics Department*, Kent, UK.

How do students think about proof? A professional development DVD for mathematicians. *Mathematicians and Mathematics Educationalists: Can we Collaborate?* Warwick, UK.

#### 2005

Students’ reasoning in math 300. *Mathematics Department*, Rutgers, NJ, USA.

#### 2004

Mathematicians’ and students’ uses of examples. *Mathematics/Mathematics Education group*, University of East Anglia, UK.

Students’ nonvisual reasoning in real analysis. *Mathematics Department*, Stony Brook, NY, USA.

#### 2003

Teaching the construction and evaluation of proofs. *Mathematics Department*, Ohio University, Athens, OH, USA.

Teaching mathematical reasoning. *Seminars on Mathematics Education Series, Graduate School of Education*, Harvard, MA, USA.

Teaching mathematical reasoning. *Mathematics Education Research Centre*, Warwick, UK.

#### 2002

Students’ understanding of definitions in Analysis*. Vertical Integration of Research and Education Seminar Series, Mathematics Department*, Rutgers, NJ, USA.

#### 2000

The new Analysis course – is it worth the money? *Mathematics Institute*, Warwick, UK.

#### 1999

The Warwick Analysis Project. *Mathematics Department*, Nottingham, UK.

#### 1998

The Warwick Analysis Project. Malardalen University, Sweden.