# Publications for Ian Jones

Download all publications as Word document

## Journal Articles

**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 and 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 and 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

**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. Amor, JD, Svobodova, M,

**Jones, I**, James, CJ (2015) Quantifying bipolar disorder for technology-assisted self-management. In , IFMBE Proceedings, pp.1397-1400, ISBN: 9783319193878. DOI: 10.1007/978-3-319-19387-8_340.

**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.

**Jones, I**, Lendon, C, Coyle, N, Robertson, E, Brockington, I, Craddock, N (2001) Molecular genetic approaches to puerperal psychosis. In , Progress in Brain Research, pp.321-331, DOI: 10.1016/S0079-6123(01)33024-8. 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.

## Digital/Visual Products

**Jones, I**(2013)

*GCSE Problem Solving scoring rubric*, Full text: https://doi.org/10.17028/rd.lboro.4609438 .

**Jones, I**(2013)

*GCSE Problem Solving paper*, Full text: https://doi.org/10.17028/rd.lboro.4609447 .