Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Research Publications


Publications for Ian Jones

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Journal Articles

Simsek, E, Xenidou-Dervou, I, Karadeniz, I, Jones, I (Accepted for publication) The conception of substitution of the equals sign plays a unique role in students' algebra performance, Journal of Numerical Cognition.

Jones, I and Sirl, D (2017) Peer assessment of mathematical understanding using comparative judgement, Nordic Studies in Mathematics Education, 22(4), pp.147-164, Full text: http://ncm.gu.se/node/9087 .

Iannone, P and Jones, I (2017) Special issue on summative assessment, Research in Mathematics Education, 19(2), pp.103-107, ISSN: 1479-4802. DOI: 10.1080/14794802.2017.1334578.

Hewitt, DPL, Borg, P, Jones, I (2016) Negotiating between learner and mathematics: a conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom, Constructivist Foundations, 12(1), pp.59-69, ISSN: 1782-348X.

Hewitt, DPL, Borg, P, jones, I (2016) Authors' Response: The M-N-L framework: Bringing radical constructivist theories to daily teaching practices, Constructivist Foundations, 12(1), pp.83-90, ISSN: 1782-348X.

Sangwin, C and Jones, I (2016) Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes, Educational Studies in Mathematics: an international journal, 94(2), pp.205-222, ISSN: 0013-1954. DOI: 10.1007/s10649-016-9725-4.

Alcock, LJ, Batchelor, S, Gilmore, C, Inglis, M, Jones, I, Ansari, D, Bisson, M-J, De Smedt, B, Goebel, SM, Hannula-Sormunen, M, Hodgen, J, Mazzocco, M, McNeil, N, Schneider, M, Simms, V, Weber, K (2016) Challenges in Mathematical Cognition: A Collaboratively-Derived Research Agenda, Journal of Numerical Cognition, 2(1), pp.20-41.

Bisson, Gilmore, C, Inglis, M, Jones, I (2016) Measuring conceptual understanding using comparative judgement., International Journal of Research in Undergraduate Mathematics Education, 2, pp.141-164.

Jones, I, Wheadon, C, Humphries, S, Inglis, M (2016) Fifty years of A-level mathematics: Have standards changed?, British Educational Research Journal, ISSN: 1469-3518.

Jones, I (2016) Algebra teaching around the world, EDUCATIONAL STUDIES IN MATHEMATICS, 91(2), pp.289-294, ISSN: 0013-1954. DOI: 10.1007/s10649-015-9650-y.

Jones, I and Wheadon, C (2015) Peer assessment using comparative and absolute judgement, Studies in Educational Evaluation, 47, pp.93-101, DOI: 10.1016/j.stueduc.2015.09.004.

Jones, I (2015) Review of "Algebra teaching around the world" edited by Frederick Koon Shing Leung, Kyungmee Park, Derek Holton and David Clarke., Educational Studies in Mathematics: an international journal, ISSN: 1573-0816. DOI: 10.1007/s10649-015-9650-y.

Jones, I (2015) Building Bridges that are Functional and Structural, Constructivist Foundations, 10(3), pp.332-333, Full text: http://www.univie.ac.at/constructivism/journal/10/3/332.jones .

Jones, I and Inglis, M (2015) The problem of assessing problem solving: Can comparative judgement help?, Educational Studies in Mathematics, 89(3), pp.337-355, DOI: 10.1007/s10649-015-9607-1.

McMahon, S and Jones, I (2014) A comparative judgement approach to teacher assessment, Assessment in Education: Principles, Policy & Practice, 22(3), pp.368-389, ISSN: 0969-594X. DOI: 10.1080/0969594X.2014.978839.

Adesina, A, Stone, R, Batmaz, F, Jones, I (2014) Touch Arithmetic: A process-based Computer-Aided Assessment approach for capture of problem solving steps in the context of elementary mathematics, Computers & Education, 78, pp.333-343, ISSN: 0360-1315. DOI: 10.1016/j.compedu.2014.06.015.

Adesina, A, Stone, RG, Batmaz, F, Jones, I (2014) A process-based Computer-Aided Assessment approach for capture of problem solving steps in the context of elementary mathematics, Computers & Education, 78(Sept 2014), pp.333-343, Full text: http://www.sciencedirect.com/science/article/pii/S0360131514001481. DOI: 10.1016/j.compedu.2014.06.015.

Jones, I, Swan, M, Pollitt, A (2014) Assessing mathematical problem solving using comparative judgement, International Journal of Science and Mathematics Education, tbc, tbc, DOI: 10.1007/s10763-013-9497-6.

Jones, I, Swan, M, Pollitt, A (2014) ASSESSING MATHEMATICAL PROBLEM SOLVING USING COMPARATIVE JUDGEMENT, International Journal of Science and Mathematics Education, 13(1), pp.151-177, ISSN: 1571-0068. DOI: 10.1007/s10763-013-9497-6.

Jones, I, Inglis, M, Gilmore, C (Accepted for publication) Equality in the primary maths classroom, Primary Maths, Summer 2013, pp.12-13.

Jones, I and Alcock, L (Accepted for publication) Peer assessment without assessment criteria, Studies in Higher Education, on line first, pp.1-14, ISSN: 0307-5079. DOI: 10.1080/03075079.2013.821974.

Jones, I, inglis, gilmore, Rhys, E (2013) Teaching the substitutive conception of the equals sign, Research in Mathematics Education, 15, pp.34-49, DOI: 10.1080/14794802.2012.756635.

Jones, I (2013) The fitness and impact of GCSE mathematics examinations, pp.186-195, DOI: 10.4324/9780203762585.

Jones, I, Inglis, M, Gilmore, C, Evans, R (2013) Teaching the substitutive conception of the equals sign, Research in Mathematics Education, 15, pp.1-16, DOI: 10.1080/14794802.2012.756635.

Black, P, Bukrhardt, H, Daro, P, Lappan, G, Jones, I, Pead, D, Stephens, M (2012) High-stakes examinations to support policy: design, development and implementation, Educational Designer, 5(2), pp.1-31, Full text: http://www.educationaldesigner.org/ed/volume2/issue5/article16/index.htm .

Black, P, Burkhardt, H, Daro, P, Jones, I, Lappan, G, Pead, D, Stephens, M (2012) High-stakes Examinations to Support Policy, Educational Designer, 2(5), pp.1-31.

Jones, I, Inglis, M, Gilmore, C, Dowens, M (2012) Substitution and sameness: Two components of a relational conception of the equals sign, Journal of Experimental Child Psychology, 113(1), pp.166-176, ISSN: 0022-0965. DOI: 10.1016/j.jecp.2012.05.003.

Jones, I (2012) Early algebraization: a global dialogue from multiple perspectives, Research in Mathematics Education, 14, pp.301-308, DOI: 10.1080/14794802.2012.734996.

Jones, I, Inglis, M, Gilmore, C, Dowens, M (2012) Substitution and sameness: Two components of a relational conception of the equals sign, Journal of Experimental Child Psychology, ISSN: 0022-0965.

Jones, I and Pratt, D (2012) A substituting meaning for the equals sign in arithmetic notating tasks, Journal for Research in Mathematics Education, 43(1), pp.2-33, ISSN: 0021-8251. Full text: http://www.nctm.org/publications/article.aspx?id=31742 .

Jones, I, Inglis, M, Gilmore, CK (2011) The equals sign: Operations, relations and substitutions, Mathematics Teaching, 224, pp.16-17.

Jones, I (2008) Sum puzzles, Mathematics Teaching, 207, pp.18-19.

Jones, I (2008) A diagrammatic view of the equals sign: Arithmetical equivalence as a means not an end., Research in Mathematical Education, 10(2), pp.151-165, DOI: 10.1080/14794800802233688.

Jones, I (2008) Storyboarding: A method for bootstrapping the design of computer-based educational tasks., Computers and Education, 51, pp.1353-1364.

Jones, I (2006) The equals sign and me, Mathematics Teaching, 194, pp.6-8.

Jones, I and Pratt, D (2006) Connecting the equals sign., International Journal of Computers for Mathematical Learning, 11, pp.301-325.



Conferences

Hunter, J and Jones, I (2018) Free-Response Tasks in Primary Mathematics: A Window on Students’ Thinking. In Hunter, J, Perger, P, Darragh, L (ed) Mathematics Education Research Group of Australasia, Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia, Auckland, New Zealand, pp.400-407, Full text: https://merga.net.au/ .

Jones, I and Karadeniz, I (Accepted for publication) An alternative approach to assessing achievement. In The 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary.

Hunter, J and Jones, (2016) Measuring teacher awareness of children's understanding of equivalence. In The 39th Conference of the International Group for the Psychology of Mathematics Education, Tasmania, pp.81-88.

Adesina, AO, Stone, RG, Batmaz, F, Jones, I (2015) A Semi-Automatic Computer-Aided Assessment Approach for Marking and Providing Feedback Comments. In Helfert, M, Restivo, MT, Zvacek, S, Uhomoibhi, J (ed) 7th International Conference on Computer Supported Education, Lisbon, pp.93-100, ISBN: 978-989-758-108-3.

Evans, S, Jones, I, Dawson, C (2015) Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?. In Liljedahl, P, Nicol, C, Oesterle, S, Allan, D (ed) The 38th Conference of the International Group for the Psychology of Mathematics Education, Vancouver, pp.33-40.

Jones, I, Inglis, M, Gilmore, C, Hodgen, J (2013) Measuring conceptual understanding: The case of fractions. In Lindmeier, AM and Heinze, A (ed) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Kiel, Germany, pp.113-120.

Adesina, A, Stone, RG, Batmaz, F, Jones, I (2013) Use of Multi-touch Gestures for Capturing Solution Steps in Arithmetic Word Problems. In CSEDU 2013, Scitepress, Aachen, Germany, pp.210-215.

Jones, I, Inglis, M, Gilmore, C (2011) Imperative and punctuative operational conceptions of the equals sign. In Informal Proceedings of the British Society for Research into Learning Mathematics, London Institute of Education, pp.79-84.

Jones, I (2010) Why do GCSE examination papers look like they do?. In Informal Proceedings of the British Society for Research into Learning Mathematics, Newcastle University, pp.61-66.

Jones, I (2009) Arithmetic equality statements: Numerical balance and notational substitution. In Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Thessaloniki, Greece, pp.257-264.

Jones, I (2009) Presenting equality statements as diagrams. In Proceedings of the Fourth Congress of the European Socieity for Research in Mathematical Education, Lyon, France, pp.549-558.

Jones, I (2008) Arithmetical notating as a diagrammatic activity. In Research in Mathematics Education, pp.95-96.

Jones, I (2007) Arithmetical notating as a diagrammatic activity. In Informal Proceedings of the British Society for Research into Learning Mathematics, Sheffield Hallam University, pp.31-36.

Jones, I (2007) A logo-based task for arithmetical activity.. In Ed, IIK (ed) Proceedings of the 11th European Logo Conference, Bratislava, Slovakia.

Pratt, D, Jones, I, Prodromu, T (2006) An elaboration of the design construct of phenomenalisation. In 7th International Conference on Teaching Statistics, Brazil.

Roe, C, Pratt, D, Jones, I (2005) Putting the learning back into e-learning.. In Ed, IMB (ed) Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education, Sant Feliu de Guxols, Spain, pp.1092-1101.

Jones, I and Pratt, D (2005) Three utilities for the equals sign.. In Chick, IHL and Eds, JLV (ed) Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Melbourne, Australia, pp.185-192.

Craddock, N and Jones, I (2001) Molecular genetics of bipolar disorder. In , British Journal of Psychiatry, pp.128-133.



Chapters

Di Florio, A, Seeley, J, Jones, I (2014) Diagnostic Assessment of Depression, Anxiety, and Related Disorders. In Identifying Perinatal Depression and Anxiety: Evidence-Based Practice in Screening, Psychosocial Assessment, and Management, pp.108-120, ISBN: 9781118509722. DOI: 10.1002/9781118509722.ch7.

Jones, I and Alcock, (2012) Summative peer assessment of undergraduate calculus using Adaptive Comparative Judgement. In Iannone, P and Simpson, A (ed) Mapping University Mathematics Assessment Practices, University of East Anglia, pp.63-74, ISBN: 9781870284011.



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LE11 3TU
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