Loughborough University
Leicestershire, UK
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Browsing by Author Inglis, Matthew

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Issue DateTitleAuthor(s)
2014The ability to reject invalid logical inferences predicts proof comprehension and mathematics performanceAlcock, Lara; Bailey, Toby; Inglis, Matthew; Docherty, Pamela
2014Achievement and behaviour in undergraduate mathematics: personality is a better predictor than genderAlcock, Lara; Attridge, Nina; Kenny, Steven D.; Inglis, Matthew
2014Beauty is not simplicity: an analysis of mathematicians' proof appraisalsInglis, Matthew; Aberdein, Andrew
2013Can peer assisted learning be effective in undergraduate mathematics?Duah, Francis; Croft, Tony; Inglis, Matthew
2008Conditional inference and advanced mathematical studyInglis, Matthew; Simpson, Adrian
2009Conditional inference and advanced mathematical study: further evidenceInglis, Matthew; Simpson, Adrian
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
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
2007Eye movements and time-based selection: where do the eyes go in preview searchWatson, Derrick G.; 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
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
2011Individual differences in students' use of optional learning resourcesInglis, Matthew; Palipana, Aruna S.; Trenholm, Sven; Ward, J.P.
Showing results 1 to 20 of 43