
Browsing by Author Inglis, Matthew
Showing results 30 to 49 of 53
Issue Date  Title  Author(s)  2013  Measuring conceptual understanding: the case of fractions  Jones, Ian; Inglis, Matthew; Gilmore, Camilla K.; Hodgen, Jeremy 
2016  Measuring conceptual understanding using comparative judgement.  Bisson, MarieJosee; Gilmore, Camilla K.; Inglis, Matthew; Jones, Ian 
2011  Measuring the approximate number system  Gilmore, Camilla K.; Attridge, Nina; Inglis, Matthew 
2014  Measuring the approximate number system in children: exploring the relationships among different tasks  Gilmore, Camilla K.; Attridge, Nina; De Smedt, Bert; Inglis, Matthew 
2007  Modelling mathematical argumentation: the importance of qualification  Inglis, Matthew; MejiaRamos, Juan P.; Simpson, Adrian 
2011  Nonverbal number acuity correlates with symbolic mathematics achievement: but only in children  Inglis, Matthew; Attridge, Nina; Batchelor, Sophie; Gilmore, Camilla K. 
2013  On mathematicians' different standards when evaluating elementary proofs  Inglis, Matthew; MejiaRamos, Juan P.; Weber, Keith; Alcock, Lara 
2009  On the persuasiveness of visual arguments in mathematics  Inglis, Matthew; MejiaRamos, Juan P. 
2016  A potency of life  Whiteley, Gillian; Gill, Catie; Armstrong, Catherine M.; Inglis, Matthew 
2015  The problem of assessing problem solving: can comparative judgement help?  Jones, Ian; Inglis, Matthew 
2008  Process and objectbased thinking in arithmetic  Gilmore, Camilla K.; Inglis, Matthew 
2011  Proof in mathematics education: research, learning and teaching  Inglis, Matthew 
2009  Representation systems and undergraduate proof production: a comment on Weber  Alcock, Lara; Inglis, Matthew 
2015  Review of "APOS Theory: A Framework for Research and Curriculum Development in Mathematics Education, Arnon et al. (2014)."  Inglis, Matthew 
2006  The role of mathematical context in evaluating conditional statements  Inglis, Matthew; Simpson, Adrian 
2013  Sampling from the mental number line: how are approximate number system representations formed?  Inglis, Matthew; Gilmore, Camilla K. 
2014  Selfexplanation training improves proof comprehension  Hodds, Mark; Alcock, Lara; Inglis, Matthew 
2011  Semantic contamination and mathematical proof: can a nonproof prove?  MejiaRamos, Juan P.; Inglis, Matthew 
2013  Skimming: a response to Weber and MejiaRamos  Inglis, Matthew; Alcock, Lara 
2015  Spontaneous focusing on numerosity and the arithmetic advantage  Batchelor, Sophie; Inglis, Matthew; Gilmore, Camilla K. 
Showing results 30 to 49 of 53
