Loughborough University
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Browsing by Author Inglis, Matthew

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Issue DateTitleAuthor(s)
2011Non-verbal number acuity correlates with symbolic mathematics achievement: but only in childrenInglis, Matthew; Attridge, Nina; Batchelor, Sophie; Gilmore, Camilla K.
2013On mathematicians' different standards when evaluating elementary proofsInglis, Matthew; Mejia-Ramos, Juan P.; Weber, Keith; Alcock, Lara
2009On the persuasiveness of visual arguments in mathematicsInglis, Matthew; Mejia-Ramos, Juan P.
2017Parents’ and children’s mathematics anxietyBatchelor, Sophie; Gilmore, Camilla K.; Inglis, Matthew
2016A potency of lifeWhiteley, Gillian; Gill, Catie; Armstrong, Catherine M.; Inglis, Matthew
2015The problem of assessing problem solving: can comparative judgement help?Jones, Ian; Inglis, Matthew
2008Process- and object-based thinking in arithmeticGilmore, Camilla K.; Inglis, Matthew
2011Proof in mathematics education: research, learning and teachingInglis, Matthew
2018Reading proofs for validation and comprehension: An expert-novice eye-movement studyPanse, Anja; Alcock, Lara; Inglis, Matthew
2009Representation systems and undergraduate proof production: a comment on WeberAlcock, Lara; Inglis, Matthew
2015Review of "APOS Theory: A Framework for Research and Curriculum Development in Mathematics Education, Arnon et al. (2014)."Inglis, Matthew
2006The role of mathematical context in evaluating conditional statementsInglis, Matthew; Simpson, Adrian
2013Sampling from the mental number line: how are approximate number system representations formed?Inglis, Matthew; Gilmore, Camilla K.
2014Self-explanation training improves proof comprehensionHodds, Mark; Alcock, Lara; Inglis, Matthew
2011Semantic contamination and mathematical proof: can a non-proof prove?Mejia-Ramos, Juan P.; Inglis, Matthew
2013Skimming: a response to Weber and Mejia-RamosInglis, Matthew; Alcock, Lara
2015Spontaneous focusing on numerosity and the arithmetic advantageBatchelor, Sophie; Inglis, Matthew; Gilmore, Camilla K.
2012Substitution and sameness: two components of a relational conception of the equals signJones, Ian; Inglis, Matthew; Gilmore, Camilla K.; Dowens, Margaret
2017Support with caveats: advocates’ views of the Theory of Formal Discipline as a reason for the study of advanced mathematicsWainwright, Elaine; Attridge, Nina; Wainwright, David; Alcock, Lara; Inglis, Matthew
2017Teachers’ appraisals of adjectives relating to mathematics tasksFoster, Colin; Inglis, Matthew
Showing results 46 to 65 of 70