Matthew Inglis

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Camilla GilmoreLoughborough University確認したメールアドレス: lboro.ac.uk
Lara AlcockLoughborough University確認したメールアドレス: lboro.ac.uk
Nina AttridgeUniversity of Portsmouth確認したメールアドレス: port.ac.uk
Juan Pablo Mejía RamosProfessor of Mathematics Education, Rutgers University確認したメールアドレス: math.rutgers.edu
Adrian SimpsonPrincipal of St. Mary’s College, Durham University確認したメールアドレス: durham.ac.uk
Ian JonesMathematics Education Centre, Loughborough University確認したメールアドレス: lboro.ac.uk
Sophie BatchelorLoughborough University確認したメールアドレス: lboro.ac.uk
Keith WeberRutgers Universiy確認したメールアドレス: gse.rutgers.edu
Hugues (Hugo) Lortie-ForguesLoughborough University確認したメールアドレス: lboro.ac.uk
Sarah Clayton確認したメールアドレス: psy.ox.ac.uk
Marie-Josee BissonSenior Lecturer, De Montfort University確認したメールアドレス: dmu.ac.uk
Paola IannoneUniversity of Edinburgh確認したメールアドレス: ed.ac.uk
Andrew AberdeinProfessor of Philosophy, School of Arts and Communication, Florida Institute of Technology確認したメールアドレス: fit.edu
Lucy CraggUniversity of Nottingham確認したメールアドレス: nottingham.ac.uk
Colin FosterReader in Mathematics Education, Department of Mathematics Education, Loughborough University確認したメールアドレス: lboro.ac.uk
Bert De SmedtFull professor, Faculty of Psychology and Educational Sciences, University of Leuven確認したメールアドレス: ppw.kuleuven.be
Victoria SimmsProfessor of Developmental Psychology, Ulster University確認したメールアドレス: ulster.ac.uk
Derrick G WatsonUniversity of Warwick, Department of Psychology, Professor確認したメールアドレス: warwick.ac.uk
Silke GoebelUniversity of York確認したメールアドレス: york.ac.uk
Tony CroftProfessor of Mathematics Education, Loughborough University確認したメールアドレス: lboro.ac.uk

フォロー

Matthew Inglis

Loughborough University

確認したメールアドレス: lboro.ac.uk - ホームページ

mathematical cognition mathematics education numerical cognition mathematical practice


タイトル引用回数順公開年順タイトル順	引用先引用先	年
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	329	2011
Expert and novice approaches to reading mathematical proofs M Inglis, L Alcock Journal for Research in Mathematics Education 43 (4), 358-390, 2012	317	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	180	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	152	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
Argumentative and proving activities in mathematics education research JP Mejía-Ramos, M Inglis Proceedings of the ICMI Study 19, 88-93, 2009	116	2009
Beauty is not simplicity: An analysis of mathematicians' proof appraisals M Inglis, A Aberdein Philosophia Mathematica 23 (1), 87-109, 2015	115	2015
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	113	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	104	2016

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