Loughborough University
Leicestershire, UK
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Browsing by Author Inglis, Matthew

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Issue DateTitleAuthor(s)
2015The development of reasoning skills during compulsory 16 to 18 mathematics educationAttridge, Nina; Doritou, Maria; Inglis, Matthew
2016Diversity in proof appraisalInglis, Matthew; Aberdein, Andrew
2008Doctoral students’ use of examples in evaluating and proving conjecturesAlcock, Lara; Inglis, Matthew
2011Does generating examples aid proof production?Iannone, Paola; Inglis, Matthew; Mejia-Ramos, Juan P.; Simpson, Adrian; Weber, Keith
2016Does studying logic improve logical reasoning?Attridge, Nina; Aberdein, Andrew; Inglis, Matthew
2015Dot comparison stimuli are not all alike: the effect of different visual controls on ANS measurementClayton, Sarah; Gilmore, Camilla K.; Inglis, Matthew
2009The effect of authority on the persuasiveness of mathematical argumentsInglis, Matthew; Mejia-Ramos, Juan P.
2013Equality in the primary maths classroomJones, Ian; Inglis, Matthew; Gilmore, Camilla K.
2012Expert and novice approaches to reading mathematical proofsInglis, Matthew; Alcock, Lara
2017“Explanatory” talk in mathematics research papersMejia-Ramos, Juan P.; Inglis, Matthew
2007Eye movements and time-based selection: where do the eyes go in preview searchWatson, Derrick G.; Inglis, Matthew
2016Fifty years of A-level mathematics: have standards changed?Jones, Ian; Wheadon, Chris; Humphries, Sara; Inglis, Matthew
2012Graduates’ views on the undergraduate mathematics curriculumInglis, Matthew; Croft, Tony; Matthews, Janette
2013Guest editorial: Experimental methods in mathematics educationAlcock, Lara; Gilmore, Camilla K.; Inglis, Matthew
2015How do undergraduates read mathematical texts? An eye-movement studyAlcock, Lara; Kilbey, Tom; Inglis, Matthew
2014How mathematicians obtain conviction: implications for mathematics instruction and research on epistemic cognitionWeber, Keith; Inglis, Matthew; Mejia-Ramos, Juan P.
2008How persuaded are you? A typology of responsesInglis, Matthew; Mejia-Ramos, Juan P.
2015Increasing cognitive inhibition with a difficult prior task: implications for mathematical thinkingAttridge, Nina; Inglis, Matthew
2014Indexing the approximate number systemInglis, Matthew; Gilmore, Camilla K.
2013Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievementGilmore, Camilla K.; Attridge, Nina; Clayton, Sarah; Cragg, Lucy; Johnson, Samantha; Marlow, Neil; Simms, Victoria; Inglis, Matthew
Showing results 11 to 30 of 58