Matthew Inglis

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Camilla GilmoreLoughborough UniversityVerificeret mail på lboro.ac.uk
Lara AlcockLoughborough UniversityVerificeret mail på lboro.ac.uk
Nina AttridgeUniversity of PortsmouthVerificeret mail på port.ac.uk
Juan Pablo Mejía RamosProfessor of Mathematics Education, Rutgers UniversityVerificeret mail på math.rutgers.edu
Adrian SimpsonPrincipal of St. Mary’s College, Durham UniversityVerificeret mail på durham.ac.uk
Ian JonesMathematics Education Centre, Loughborough UniversityVerificeret mail på lboro.ac.uk
Sophie BatchelorLoughborough UniversityVerificeret mail på lboro.ac.uk
Keith WeberRutgers UniversiyVerificeret mail på gse.rutgers.edu
Hugues (Hugo) Lortie-ForguesLoughborough UniversityVerificeret mail på lboro.ac.uk
Sarah ClaytonVerificeret mail på psy.ox.ac.uk
Marie-Josee BissonSenior Lecturer, De Montfort UniversityVerificeret mail på dmu.ac.uk
Paola IannoneUniversity of EdinburghVerificeret mail på ed.ac.uk
Andrew AberdeinProfessor of Philosophy, School of Arts and Communication, Florida Institute of TechnologyVerificeret mail på fit.edu
Lucy CraggUniversity of NottinghamVerificeret mail på nottingham.ac.uk
Colin FosterReader in Mathematics Education, Department of Mathematics Education, Loughborough UniversityVerificeret mail på lboro.ac.uk
Bert De SmedtFull professor, Faculty of Psychology and Educational Sciences, University of LeuvenVerificeret mail på ppw.kuleuven.be
Victoria SimmsProfessor of Developmental Psychology, Ulster UniversityVerificeret mail på ulster.ac.uk
Derrick G WatsonUniversity of Warwick, Department of Psychology, ProfessorVerificeret mail på warwick.ac.uk
Silke GoebelUniversity of YorkVerificeret mail på york.ac.uk
Tony CroftProfessor of Mathematics Education, Loughborough UniversityVerificeret mail på lboro.ac.uk

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Matthew Inglis

Loughborough University

Verificeret mail på lboro.ac.uk - Startside

mathematical cognition mathematics education numerical cognition mathematical practice


Titel Sortér efter henvisninger Sortér efter årstal Sortér efter titel	Citeret af Citeret af	År
Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement C Gilmore, N Attridge, S Clayton, L Cragg, S Johnson, N Marlow, V Simms, ... PloS one 8 (6), e67374, 2013	595	2013
Modelling mathematical argumentation: The importance of qualification M Inglis, JP Mejia-Ramos, A Simpson Educational Studies in Mathematics 66 (1), 3-21, 2007	426	2007
Non-verbal number acuity correlates with symbolic mathematics achievement: But only in children M Inglis, N Attridge, S Batchelor, C Gilmore Psychonomic bulletin & review, 1-8, 2011	328	2011
Expert and novice approaches to reading mathematical proofs M Inglis, L Alcock Journal for Research in Mathematics Education 43 (4), 358-390, 2012	316	2012
Rigorous large-scale educational RCTs are often uninformative: Should we be concerned? H Lortie-Forgues, M Inglis Educational Researcher 48 (3), 158-166, 2019	258	2019
Self-explanation training improves proof comprehension M Hodds, L Alcock, M Inglis Journal for Research in Mathematics Education 45 (1), 62-101, 2014	214	2014
Indexing the approximate number system M Inglis, C Gilmore Acta psychologica 145, 147-155, 2014	200	2014
Dot comparison stimuli are not all alike: The effect of different visual controls on ANS measurement S Clayton, C Gilmore, M Inglis Acta Psychologica 161, 177-184, 2015	182	2015
Measuring the approximate number system C Gilmore, N Attridge, M Inglis The Quarterly Journal of Experimental Psychology 64 (11), 2099-2109, 2011	179	2011
Doctoral students’ use of examples in evaluating and proving conjectures L Alcock, M Inglis Educational Studies in Mathematics 69 (2), 111-129, 2008	164	2008
Five decades of mathematics education research M Inglis, C Foster Journal for Research in Mathematics Education 49 (4), 462-500, 2018	151	2018
How mathematicians obtain conviction: Implications for mathematics instruction and research on epistemic cognition K Weber, M Inglis, JP Mejia-Ramos Educational Psychologist 49 (1), 36-58, 2014	142	2014
The effect of authority on the persuasiveness of mathematical arguments M Inglis, JP Mejia-Ramos Cognition and Instruction 27 (1), 25-50, 2009	132	2009
Individual differences in students' use of optional learning resources M Inglis, A Palipana, S Trenholm, J Ward Journal of Computer Assisted Learning, 2011	130	2011
An introduction to mathematical cognition C Gilmore, SM Göbel, M Inglis Routledge, 2018	120	2018
Beauty is not simplicity: An analysis of mathematicians' proof appraisals M Inglis, A Aberdein Philosophia Mathematica 23 (1), 87-109, 2015	116	2015
Argumentative and proving activities in mathematics education research JP Mejía-Ramos, M Inglis Proceedings of the ICMI Study 19, 88-93, 2009	116	2009
Congruency effects in dot comparison tasks: Convex hull is more important than dot area C Gilmore, L Cragg, G Hogan, M Inglis Journal of Cognitive Psychology 28 (8), 923-931, 2016	114	2016
Substitution and sameness: Two components of a relational conception of the equals sign I Jones, M Inglis, C Gilmore, M Dowens Journal of experimental child psychology 113 (1), 166-176, 2012	106	2012
Measuring conceptual understanding using comparative judgement MJ Bisson, C Gilmore, M Inglis, I Jones International Journal of Research in Undergraduate Mathematics Education 2 …, 2016	105	2016

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