Journal Articles
Tanswell, F, Davies, B,
Jones, I, Kinnear, G (2023)
Comparative judgement for experimental philosophy: a method for assessing ordinary meaning in vehicles in the park cases,
Philosophical Psychology, ISSN: 0951-5089. DOI:
10.1080/09515089.2023.2263036.
Jones, I and Davies, B (2023)
Comparative judgement in education research,
International Journal of Research and Method in Education, ISSN: 1743-727X. DOI:
10.1080/1743727X.2023.2242273.
Hooper, C and
Jones, I (2023)
Conceptual statistical assessment using JSXGraph,
International Journal of Emerging Technologies in Learning (iJET), 18(01), pp.269-278, ISSN: 1868-8799. DOI:
10.3991/ijet.v18i01.36529.
Jones, I, Foster, C, Hunter, J (2022)
Comparing examination standards without graded candidate scripts,
European Journal of Mathematics and Science Education, 3(2), pp.79-90, ISSN: 2694-2003. DOI:
10.12973/ejmse.3.2.79.
Zerva, K, Sangwin, C,
Jones, I, Quinn, D (2022)
Rejuvenating the HELM workbooks as online STACK quizzes in 2020,
International Journal of Emerging Technologies in Learning (iJET), 17(23), pp.69-88, ISSN: 1868-8799. DOI:
10.3991/ijet.v17i23.35923.
Kinnear, G,
Jones, I, Sangwin, C, Alarfaj, M, Davies, B, Fearn, S, Foster, C, Heck, A, Henderson, K, Hunt, T, Iannone, P, Kontorovich, I, Larson, N, Lowe, T, Meyer, JC, O'Shea, A, Rowlett, P, Sikurajapathi, I, Wong, T (2022)
A collaboratively-derived research agenda for e-assessment in undergraduate mathematics,
International Journal of Research in Undergraduate Mathematics Education, ISSN: 2198-9745. DOI:
10.1007/s40753-022-00189-6.
Simsek, E, Xenidou-Dervou, I, Hunter, J, Dowens, MG, Pang, J, Lee, Y, McNeil, N, Kirkland, P,
Jones, I (2022)
Factors associated with children’s understanding of mathematical equivalence: An investigation across six countries,
Journal of Educational Psychology, 114(6), pp.1359-1379, ISSN: 0022-0663. DOI:
10.1037/edu0000747.
Davies, B and
Jones, I (2021)
Assessing Proof Reading Comprehension Using Summaries,
International Journal of Research in Undergraduate Mathematics Education, ISSN: 2198-9745. DOI:
10.1007/s40753-021-00157-6.
Simsek, E,
Jones, I, Hunter, J, Xenidou-Dervou, I (2021)
Mathematical equivalence assessment: Measurement invariance across six countries,
Studies in Educational Evaluation, 70, 101046, ISSN: 0191-491X. DOI:
10.1016/j.stueduc.2021.101046.
Davies, B, Alcock, L,
Jones, I (2020)
What do mathematicians mean by proof? A comparative-judgement study of students’ and mathematicians’ views,
The Journal of Mathematical Behavior, 61, 100824, ISSN: 0732-3123. DOI:
10.1016/j.jmathb.2020.100824.
Davies, B, Alcock, L,
Jones, I (2020)
Comparative judgement, proof summaries and proof comprehension,
Educational Studies in Mathematics, 105, ISSN: 0013-1954. DOI:
10.1007/s10649-020-09984-x.
Marshall, N, Shaw, K, Hunter, J,
Jones, I (2020)
Assessment by comparative judgement: an application to secondary statistics and English in New Zealand,
New Zealand Journal of Educational Studies, 55, pp.49-71, ISSN: 0028-8276. DOI:
10.1007/s40841-020-00163-3.
Bisson, M-J, Gilmore, C, Inglis, M,
Jones, I (2019)
Teaching using contextualised and decontextualised representations: examining the case of differential calculus through a comparative judgement technique,
Research in Mathematics Education, 22(3), pp.284-303, ISSN: 1479-4802. DOI:
10.1080/14794802.2019.1692060.
Jones, I, Bisson, M-J, Gilmore, C, Inglis, M (2019)
Measuring conceptual understanding in randomised controlled trials: can comparative judgement help?,
British Educational Research Journal, 45(3), pp.662-680, ISSN: 0141-1926. DOI:
10.1002/berj.3519.
Simsek, E, Xenidou-Dervou, I, Karadeniz, I,
Jones, I (2019)
The conception of substitution of the equals sign plays a unique role in students' algebra performance,
Journal of Numerical Cognition, ISSN: 2363-8761. DOI:
10.5964/jnc.v5i1.147.
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.
Sangwin, C and
Jones, I (2017)
Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes,
Educational Studies in Mathematics: an international journal, ISSN: 1573-0816. DOI:
10.1007/s10649-016-9725-4.
Jones, I and Sirl, D (2017)
Peer assessment of mathematical understanding using comparative judgement,
Nordic Studies in Mathematics Education, 22(4), pp.147-164, ISSN: 1104-2176.
Borg, P, Hewitt, D,
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.
Borg, P, Hewitt, D,
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.
Alcock, L, Ansari, D, Batchelor, S, Bisson, M-J, De Smedt, B, Gilmore, C, Goebel, SM, Hannula-Sormunen, M, Hodgen, J, Inglis, M,
Jones, I, Mazzocco, M, McNeil, N, Schneider, M, Simms, V, Weber, K (2016)
Challenges in mathematical cognition: a collaboratively-derived research agenda,
Journal of Numerical Cognition, ISSN: 2363-8761. DOI:
10.5964/jnc.v2i1.10.
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 (2016)
Book 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, Wheadon, C, Humphries, SM, Inglis, M (2016)
Fifty years of A-level mathematics: have standards changed?,
British Educational Research Journal, ISSN: 1469-3518. DOI:
10.1002/berj.3224.
Bisson, M-J, Gilmore, C, Inglis, M,
Jones, I (2016)
Measuring conceptual understanding using comparative judgement,
International Journal of Research in Undergraduate Mathematics Education, ISSN: 2198-9745. DOI:
10.1007/s40753-016-0024-3.
Jones, I, Swan, M, Pollitt, A (2015)
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 and Inglis, M (2015)
The problem of assessing problem solving: can comparative judgement help?,
Educational Studies in Mathematics, ISSN: 0013-1954. DOI:
10.1007/s10649-015-9607-1.
Jones, I and Wheadon, C (2015)
Peer assessment using comparative and absolute judgement,
Studies in Educational Evaluation, 47, pp.93-101, ISSN: 0191-491X. DOI:
10.1016/j.stueduc.2015.09.004.
Jones, I (2015)
Building bridges that are functional and structural,
Constructivist Foundations, 10(3), pp.332-333, ISSN: 1782-348X.
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, DOI:
10.1016/j.compedu.2014.06.015.
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.
McMahon, S and
Jones, I (2014)
A comparative judgement approach to teacher assessment,
Assessment in Education: Principles, Policy and Practice, ISSN: 0969-594X. DOI:
10.1080/0969594X.2014.978839.
Leslie, D (2013)
Debates in Mathematics Education, DOI:
10.4324/9780203762585.
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 (2013)
Peer assessment without assessment criteria,
Studies in Higher Education, 39(10), pp.1774-1787, 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, 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.
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.
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.
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.
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.
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 (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, 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
Hewitt, D and
Jones, I (2022)
From additive to multiplicative thinking: the role of subordination within the design of the Stick and Split app. In Marks, R (ed)
British Society for Research into Learning Mathematics, University of Nottingham, pp.1-6.
Hunter, J, Miller, J, Bowmar, A,
Jones, I (2022)
“It has the same numbers, just in a different order”: middle school students noticing algebraic structures within equivalent equations. In Fitzallen, N, Murphy, C, Hatisaru, V, Maher, N (ed)
Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 44); Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia: Mathematical Confluences and Journeys, Launceston, Tasmania, pp.298-305, ISBN: 9781920846336.
Hewitt, D and
Jones, I (2022)
From additive to multiplicative thinking: The role of feedback from a computer app. In Fernández, C, Llinares, S, Gutiérrez, Á, Planass, N (ed)
45th Conference of the International Group for the Psychology of Mathematics Education; Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, Alicante, Spain, pp.228-228, ISBN: 9788413021782.
Jones, I, Kinnear, G, Sangwin, C (2020)
Towards a shared research agenda for Computer- Aided Assessment of university mathematics. In Donevska-Todorova, A, Faggiano, E, Trgalova, J, Lavicza, Z, Weinhandl, R, Clark-Wilson, A, Weigand, H-G (ed)
Tenth ERME Topic Conference (ETC10) on Mathematics Education in the Digital Age (MEDA); Tenth ERME Topic Conference (ETC10) on Mathematics Education in the Digital Age (MEDA), Linz, Austria [Online conference], pp.377-384, ISBN: 9783950463057.
Barmby, P,
Jones, I, Foster, C, Milinkovic, J (2020)
Using a comparative judgement approach to assess the problem-solving skills of primary school pupils. In
29th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Port Elizabeth, South Africa.
Simsek, E, Xenidou-Dervou, I,
Jones, I, Hunter, J (2019) A CROSS-CULTURAL STUDY OF PRIMARY STUDENTS’ UNDERSTANDING OF MATHEMATICAL EQUIVALENCE. In
, Proceedings of the International Group for the Psychology of Mathematics Education, p.99, ISBN: 9780639821566.
Hunter, J and
Jones, I (2018)
Free-response tasks in primary mathematics: A window on students’ thinking. In
, Auckland, New Zealand, pp.400-407.
Hunter, J and
Jones, I (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.
Jones, I and Karadeniz, I (2016)
An alternative approach to assessing achievement. In
The 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary.
Adesina, A, Stone, R, Batmaz, F,
Jones, I (2015)
A semi-automatic computer-aided assessment approach for marking and providing feedback comments. In
7th International Conference on Computer Supported Education, Lisbon, pp.93-100, ISBN: 9789897581083. DOI:
10.5220/0005447000930100.
Evans, S,
Jones, I, Dawson, C (2015)
Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?. In
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) 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 (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 (2008) Arithmetical notating as a diagrammatic activity. In
Research in Mathematics Education, pp.95-96.
Jones, I (2007)
A logo-based task for arithmetical activity. In Ed, IIK (ed)
Proceedings of the 11th European Logo Conference, Bratislava, Slovakia.
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.
Pratt, D,
Jones, I, Prodromu, T (2006) An elaboration of the design construct of phenomenalisation. In
7th International Conference on Teaching Statistics, Brazil.
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.
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.
