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

Loughborough University Research Publications


Publications for Matthew Inglis

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Journal Articles

Inglis, M, Batchelor, S, Gilmore, C, Watson, D (2017) Is the ANS linked to mathematics performance?, Behavioral and Brain Sciences, 40, ISSN: 0140-525X. DOI: 10.1017/S0140525X16002120.

Wainwright, E, Attridge, N, Wainwright, D, Alcock, L, Inglis, M (2017) Support with caveats: Advocates’ views of the Theory of Formal Discipline as a reason for the study of advanced mathematics, Research in Mathematics Education, 19(1), pp.20-41, ISSN: 1754-0178. DOI: 10.1080/14794802.2017.1285720.

Roy, S, Inglis, M, Alcock, LJ (Accepted for publication) Multimedia resources designed to support learning from written proofs: An eye-movement study, Educational Studies in Mathematics.

Foster, C and Inglis, M (Accepted for publication) Teachers’ appraisals of adjectives relating to mathematics tasks, Educational Studies in Mathematics.

Gilmore, C, Cragg, L, Hogan, G, Inglis, M (2016) Congruency effects in dot comparison tasks: convex hull is more important than dot area, Journal of Cognitive Psychology, pp.1-9, ISSN: 2044-5911. DOI: 10.1080/20445911.2016.1221828.

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, Wheadon, C, Humphries, S, Inglis, M (2016) Wie vergleicht man den Anspruch mathematischer Prüfungen? Die A levels in England, Wales und Nordirland, Mitteilungen der Deutschen Mathematiker-Vereinigung, 24, pp.100-103, DOI: 10.1515/dmvm-2016-0039.

Inglis, M (2015) Review of "APOS Theory: A Framework for Research and Curriculum Development in Mathematics Education, Arnon et al. (2014).", International Journal of Research in Undergraduate Mathematics Education, DOI: 10.1007/s40753-015-0015-9.

Clayton, S, Gilmore, C, Inglis, M (2015) Dot comparison stimuli are not all alike: The effect of different visual controls on ANS measurement, Acta Psychologica, 161, pp.177-184, ISSN: 1873-6297.

Batchelor, S, Inglis, M, Gilmore, C (2015) Spontaneous focusing on numerosity and the arithmetic advantage, Learning and Instruction, 40, pp.79-88, ISSN: 1873-3263. DOI: 10.1016/j.learninstruc.2015.09.005.

Van Dooren, W and Inglis, M (2015) Inhibitory control in mathematical thinking, learning and problem solving: A survey, ZDM: The International Journal on Mathematics Education, 47(5), pp.713-721, ISSN: 1863-9704. DOI: 10.1007/s11858-015-0715-2.

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.

Attridge, N, Doritou, M, Inglis, M (2015) The development of reasoning skills during compulsory 16 to 18 mathematics education, Research in Mathematics Education, 17(1), pp.20-37, ISSN: 1479-4802. DOI: 10.1080/14794802.2014.999014.

Alcock, LJ, Hodds, M, Roy, S, Inglis, M (2015) Investigating and improving undergraduate proof comprehension, Notices of the American Mathematical Society, 62, pp.742-752, Full text: http://www.ams.org/notices/201507/rnoti-p742.pdf .

Attridge, N and Inglis, M (2015) Increasing cognitive inhibition with a difficult prior task: Implications for mathematical thinking, ZDM: The International Journal on Mathematics Education, 47, pp.723-734, ISSN: 1863-9704. DOI: 10.1007/s11858-014-0656-1.

Inglis, M and Aberdein, A (2015) Beauty is not simplicity: An analysis of mathematicians' proof appraisals, Philosophia Mathematica, 23(1), pp.87-109, DOI: 10.1093/philmat/nku014.

Duah, F, Croft, T, Inglis, M (2014) Can peer assisted learning be effective in undergraduate mathematics?, International Journal of Mathematical Education in Science and Technology, 45(4), pp.552-565, ISSN: 0020-739X. DOI: 10.1080/0020739X.2013.855329.

Inglis, M and Gilmore, C (2014) Indexing the approximate number system., Acta Psychol (Amst), 145, pp.147-155, DOI: 10.1016/j.actpsy.2013.11.009.

Attridge, N and Inglis, M (2014) Intelligence and negation biases on the Conditional Inference Task: A dual-processes analysis, Thinking and Reasoning, ISSN: 1354-6783. DOI: 10.1080/13546783.2014.897254.

Alcock, L, Attridge, N, Kenny, S, Inglis, M (2014) Achievement and behaviour in undergraduate mathematics: Personality is a better predictor than gender, Research in Mathematics Education, 16(1), pp.1-17, ISSN: 1479-4802. DOI: 10.1080/14794802.2013.874094.

Weber, K, Inglis, M, Mejia-Ramos, JP (2014) How mathematicians obtain conviction: Implications for mathematics instruction and research on epistemic cognition, Educational Psychologist, 49, pp.36-58.

Gilmore, C, Attridge, N, De Smedt, B, Inglis, M (2014) Measuring the approximate number system in children: Exploring the relationships among different tasks, Learning and Individual Differences, 29, pp.50-58, ISSN: 1041-6080. DOI: 10.1016/j.lindif.2013.10.004.

Hodds, M, Alcock, L, Inglis, M (2014) Self-explanation training improves proof comprehension, Journal for Research in Mathematics Education, 45, pp.98-137, ISSN: 0021-8251.

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

Attridge, N and Inglis, M (2013) Advanced mathematical study and the development of conditional reasoning skills., PLOS ONE, 8(7), e69399, DOI: 10.1371/journal.pone.0069399.

Inglis, M and Gilmore, C (2013) Sampling from the mental number line: How are Approximate Number System representations formed?, Cognition, 129, pp.63-69, DOI: 10.1016/j.cognition.2013.06.003.

Gilmore, C, Attridge, N, Clayton, S, Cragg, L, Johnson, S, Marlow, N, Simms, V, Inglis, M (2013) Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement., PLoS One, 8(6), e67374, DOI: 10.1371/journal.pone.0067374.

Alcock, L, Gilmore, C, Inglis, M (2013) Guest Editorial: Experimental methods in mathematics education, Research in Mathematics Education, 15, pp.97-99.

Inglis, M, Mejia-Ramos, J-P, Weber, K, Alcock, L (2013) On mathematicians' different standards when evaluating elementary proofs, Topics in Cognitive Science, 5, pp.270-282, DOI: 10.1111/tops.12019.

Jones, I, Inglis, M, Gilmore, C, Evans, R (2013) Teaching the substitutive conception of the equals sign, Research in Mathematics Education, ISSN: 1479-4802.

Inglis, M and Alcock, L (Accepted for publication) Skimming: A Response to Weber and Mejía-Ramos, Journal for Research in Mathematics Education, 44, pp.471-474.

Crisp, R, Inglis, M, Mason, J, Watson, A (2012) Individual differences in generalisation strategies, Research in Mathematics Education, 14(3), pp.291-292, ISSN: 1479-4802.

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, pp.166-176, ISSN: 0022-0965.

Inglis, M and Alcock, L (2012) Expert and novice approaches to reading mathematical proofs, Journal for Research in Mathematics Education, 43(4), pp.358-390, ISSN: 0021-8251. DOI: 10.5951/jresematheduc.43.4.0358.

Iannone, P, Inglis, M, Mejia Ramos, JP, Simpson, A, Weber, K (2011) Does generating examples aid proof production?, Educational Studies in Mathematics: an international journal, 77, pp.1-14.

Inglis, M (2011) Proof in Mathematics Education: Research, Learning and Teaching, Research in Mathematics Education, 13, pp.316-320.

Inglis, M, Palipana, A, Trenholm, S, Ward, J (2011) Individual differences in students' use of optional learning resources, Journal of Computer Assisted Learning, 27, pp.490-502.

Gilmore, C, Attridge, N, Inglis, M (2011) Measuring the Approximate Number System, Quarterly Journal of Experimental Psychology, 64, pp.2099-2109.

Inglis, M, Attridge, N, Batchelor, S, Gilmore, C (2011) Non-verbal number acuity correlates with symbolic mathematics achievement: but only in children, Psychonomic Bulletin and Review, 18, pp.1222-1229.

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

Mejia Ramos, JP and Inglis, M (2011) Semantic contamination and mathematical proof: Can a non-proof prove?, The Journal of Mathematical Behavior, 30, pp.19-29.

Attridge, N, Gilmore, C, Inglis, M (2010) Non-dyscalculic adults' use of the approximate number system in symbolic addition, Research in Mathematics Education, 12(2), pp.149-150, ISSN: 1479-4802. DOI: 10.1080/14794802.2010.496976.

Alcock, LJ and Inglis, M (2010) Visual considerations in the presentation of mathematical proofs, Seminar.Net, 6(1), pp.43-59.

Inglis, M and Simpson, A (2009) Conditional inference and advanced mathematical study: Further evidence, Educational Studies in Mathematics, 72(2), pp.185-198, ISSN: 0013-1954. DOI: 10.1007/s10649-009-9187-z.

Inglis, M and Mejia Ramos, JP (2009) The effect of authority on the persuasiveness of mathematical arguments, Cognition and Instruction, 27, pp.25-50.

Inglis, M and Mejia Ramos, JP (2009) On the persuasiveness of visual arguments in mathematics, Foundations of Science, 14, pp.97-110.

Alcock, LJ and Inglis, M (2009) Representation systems and undergraduate proof production: A comment on Weber, Journal of Mathematical Behavior, 28, pp.209-211.

Mejia Ramos, JP and Inglis, MJ (2009) What are the argumentative activiities associated with proof? Research in Mathematics Education, 11, pp.77-78.

Inglis, MJ and Mejia Ramos, JP (2008) Theoretical and methodological implications of a broader perspective on mathematical argumentation, Mediterranean Journal for Research in Mathematics Education, 7, pp.107-119.

Inglis, MJ and Simpson, A (2008) Conditional inference and advanced mathematical study, Educational Studies in Mathematics: an international journal, 67, pp.187-204.

Inglis, MJ and Mejia Ramos, JP (2008) How persuaded are you? A typology of responses, Research in Mathematics Education, 10, pp.119-133.

Alcock, LJ and Inglis, MJ (2008) Doctoral students' use of examples in evaluating and proving conjectures, Educational Studies in Mathematics: an international journal, 69, pp.111-129.

Inglis, MJ, Mejia Ramos, JP, Simpson, A (2007) Modelling mathematical argumentation:The importance of qualification, Educational Studies in Mathematics: an international journal, 66, pp.3-21.

Watson, DG and Inglis, MJ (2007) Eye movements and time-based selection: Where do the eyes go in preview search?, Psychonomic Bulletin and Review, 14, pp.852-857.

Inglis, MJ and Mejia Ramos, JP (2005) La fuerza de la asercion y el poder persuasivo en la argumentacion en matematicas, Revista EMA: Investigacion e Innovacion en Educacion Matematica, 10, pp.327-352.

Reid, D and Inglis, MJ (2005) Talking about logic, For the Learning of Mathematics: an international journal of mathematics education, 25(2), pp.24-25.

Inglis, MJ (2003) Three worlds and the imaginery sphere, For the Learning of Mathematics: an international journal of mathematics education, 23(3), pp.24-27.



Conferences

Mejia-Ramos, JP and Inglis, M (Accepted for publication) “Explanatory” Talk in Mathematics Research Papers. In The XX Annual Conference on Research on Undergraduate Mathematics Education, San Diego.

Alcock, L, Inglis, M, Lew, K, Mejia-Ramos, JP, Rago, P, Sangwin, C (Accepted for publication) Comparing Expert and Learner Mathematical Language: A Corpus Linguistics Approach. In The XX Annual Conference on Research on Undergraduate Mathematics Education, San Diego.

Attridge, N, Aberdein, A, Inglis, M (2016) Does studying logic improve logical reasoning?. In Csíkos, C, Rausch, A, Szitányi, J (ed) 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary, pp.27-34.

Inglis, M, Kilbey, T, Alcock, LJ (2015) How do undergraduates read mathematical texts? An eye-movement study. In Didactics of Mathematics in Higher Education as a Discipline, Hannover, Germany.

Alcock, LJ, Bailey, T, Inglis, M, Docherty, P (2014) The ability to reject invalid logical inferences predicts proof comprehension and mathematics performance. In Fukawa-Connelly, T (ed) 17th Conference on Research in Undergraduate Mathematics Education, Denver, CO, USA, pp.n/a-n/a.

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.

Iannone, P and Inglis, M (2011) UNDERGARDUATE STUDENTS' USE OF DEDUCTIVE ARGUMENTS TO SOLVE "PROVE THAT .." TASKS. In , PROCEEDINGS OF THE SEVENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME 7), pp.2012-2021.

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.

Roy, S, Alcock, LJ, Inglis, MJ (2010) Undergraduates' proof comprehension:. In Proceedings of the 13th Conference on Research in Undergraduate Mathematics Education, A comparative study of three forms of proof presentation, Raleigh, NC, USA, pp.217-224.

Attridge, N, Gilmore, CK, Inglis, M (2010) Symbolic addition tasts, the approximate number system and dyscalculia. In Proceedings of the British Society for Research into Learning Mathematics, Proceedings of the British Society for Research into Learning Mathematics, Loughborough.

Inglis, MJ and Simpson, A (2009) The defective and material conditionals in mathematics: Does it matter?. In Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Eduation, In M. Tzekaki, M.Kaldrimidou & C. Sakonidis (eds), Thessaloniki, Greece, pp.225-232.

Iannone, P, Inglis, M, Mejia Ramos, JP, Siemons, J, Weber, K (2009) How do undergraduate students generate examples of mathematical concepts?. In Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, In M. Tzekaki, M. Kaldrimidou & C. Sakonidis (eds), Thessaloniki, Green, pp.217-224.

Inglis, MJ and Simpson, A (2008) Reasoning from features or exemplars. In Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education, In O. Figueras, J.L. Cortina, S. Alatorre, T. Rojana & A. Sepulveda (eds), Morelia, Mexico, pp.217-224.

Gilmore, CK and Inglis, MJ (2008) Process-and object-based thinking in arithmetic.. In Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education, In O. Figueras, J.L. Cortina, S. Alatorre, T. Rojana & A. Sepulveda (eds), Morelia, Mexico, pp.73-80.

Mejia Ramos, JP and Inglis, MJ (2008) What are the argumentative activities associated with proof?. In Proceedings of the British Society for Research into Learning Mathematics, London: BSRLM, pp.67-72.

Inglis, MJ and Simpson, A (2007) Belief bias and the study of mathematics. In Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education, in D. Pitta-Pantazi & G. Philippou (eds), Larnaca, Cyprus, pp.2310-2319.

Inglis, MJ, Watson, DG, Simpson, A (2007) Studying advanced mathematics is correlated with analytical reasoning on the Watson Selection Task. In 12th European Conference for Research on Learning and Instruction: Developing Potential for Learning, In B.Csapo and C. Csikos (eds), Budapest, Hungary.

Inglis, MJ and Simpson, A (2006) Characterising mathematical reasoning: Studies with the Wason Selection Task. In Proceedings of the Fourth Congress of the European Society for Research in Mathematics Eduation, In M. Bosch (ed), Sant Feliu de Guixols, Spain, pp.1768-1777.

Inglis, MJ and Mejia Ramos, JP (2006) Applying informal logic to arguments in mathematics. In Proceedings of the 3rd International Conference on the Teaching of Mathematics at the Undergraduate level, tba, Istanbul, Turkey, pp.1768-1777.

Inglis, MJ and Simpson, A (2006) The role of the mathematical context in evaluating conditional statements.. In Proceedings of the 30th International Conference on the Psychology of Mathematics Education, In J. Novotna, H. Moraova, M .Kratka & N. Stehlikova (eds), Prague, Czech Republic, pp.337-344.

Inglis, MJ and Simpson, A (2005) Heuristic biases in mathematical reasoning. In Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, In H.L. Chick & J.L. Vincent (eds), Melbourne, Australia, pp.177-184.

Inglis, MJ and Simpson, A (2004) Mathematicians and the Selection Task. In Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, In M. Johnsen Hoines & A.B. Fuglestad (eds), Bergen, Norway, pp.89-96.



Books

Inglis, M and Attridge, N (2016) Does Mathematical Study Develop Logical Thinking? Testing the Theory of Formal Discipline, World Scientific, ISBN: 978-1-78634-068-9. Full text: http://www.worldscientific.com/worldscibooks/10.1142/q0020 .



Chapters

Batchelor, SM, Gilmore, C, Inglis, M (2017) Parents’ and children’s mathematics anxiety. In Understanding Emotions in Mathematical Thinking and Learning, Elsevier, pp.315-336.

Inglis, M and Aberdein, A (2016) Diversity in proof appraisal. In Mathematical Cultures: The London Meetings 2012-2014, Bikhauser, pp.163-180.

Inglis, M and Mejia-Ramos, JP (2013) How Persuaded Are You? A Typology of Responses. In Aberdein, A and Dove, I (ed) The Argument of Mathematics, pp.101-117, DOI: 10.1007/978-94-007-6534-4_7.

Inglis, MJ (2006) Reconsidering the Imaginary Sphere. In Simpson, A (ed) Retirement as Process and Concept: A Festschrift for Eddie Gray and David Tall, Charles University, pp.119-126.



Digital/Visual Products

Roy, S, Inglis, M, Alcock, L (2016) An example e-Proof.

Inglis, M and Alcock, L (2012) Time versus Line Number Fixation Plots.



Other

Alcock, LJ, Inglis, , Roy, S (2017) Multimedia resources designed to support learning from written proofs: An eye-movement study: Supplementary Materials.

Hodds, M, Alcock, L, Inglis, M (2014) Self-Explanation Training Improves Proof Comprehension: Supplementary Materials.



Reports

Inglis, M, Croft, T, Matthews, J (2012) Graduates' Views on the Undergraduate Mathematics Curriculum, National HE STEM Programme.



Getting in touch

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