Journal Articles
Di Martino, P, Gregorio, F,
Iannone, P (2023)
Transition from school into university mathematics: experiences across educational context,
Educational Studies in Mathematics, 113(1), pp.1-5, ISSN: 0013-1954. DOI:
10.1007/s10649-023-10217-0.
Iannone, P and Vondrová, N (2023)
The novelty effect on assessment interventions: A qualitative replication study of oral performance assessment in undergraduate mathematics,
International Journal of Science and Mathematics Education, 22(2), ISSN: 1571-0068. DOI:
10.1007/s10763-023-10368-9.
Martino, PD, Gregorio, F,
Iannone, P (2022)
The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review,
Educational Studies in Mathematics, 113(1), pp.7-34, ISSN: 0013-1954. DOI:
10.1007/s10649-022-10194-w.
Martino, PD, Gregorio, F,
Iannone, P (2022)
The transition from school to university mathematics in different contexts: affective and sociocultural issues in students’ crisis,
Educational Studies in Mathematics: An International Journal, 113(1), pp.79-106, ISSN: 0013-1954. DOI:
10.1007/s10649-022-10179-9.
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.
Thoma, A and
Iannone, P (2021)
Learning about proof with the theorem prover LEAN: the abundant numbers task,
International Journal of Research in Undergraduate Mathematics Education, 8(1), pp.64-93, ISSN: 2198-9745. DOI:
10.1007/s40753-021-00140-1.
Iannone, P and Simpson, A (2021)
How we assess mathematics degrees: the summative assessment diet a decade on,
Teaching Mathematics and its Applications: An International Journal of the IMA, 41(1), pp.22-31, ISSN: 0268-3679. DOI:
10.1093/teamat/hrab007.
Iannone, P, Czichowsky, C, Ruf, J (2020)
The impact of high stakes oral performance assessment on students’ approaches to learning: a case study,
Educational Studies in Mathematics, 103, ISSN: 0013-1954. DOI:
10.1007/s10649-020-09937-4.
Gregorio, F, Martino, PD,
Iannone, P (2019)
The secondary-tertiary transition in mathematics: Successful students in crisis,
Newsletter of the European Mathematical Society, (113), pp.45-47, ISSN: 1027-488X.
Iannone, P and Cooper, J (2019)
Introducing CERME Thematic Working Group 21 – Assessment in Mathematics Education,
Newsletter of the European Mathematical Society, (113), pp.52-53, ISSN: 1027-488X.
Iannone, P and Miller, D (2019)
Guided notes for university mathematics and their impact on students' note taking behaviour,
Educational Studies in Mathematics, ISSN: 0013-1954. DOI:
10.1007/s10649-018-9872-x.
Iannone, P and Simpson, A (2019)
The relation between mathematics students’ discipline-based epistemological beliefs and their summative assessment preferences,
International Journal of Research in Undergraduate Mathematics Education, 5(2), ISSN: 2198-9745. DOI:
10.1007/s40753-019-00086-5.
O'Brien, B and
Iannone, P (2017)
Students’ experiences of teaching at secondary school and university: sharing responsibility for classroom engagement,
Journal of Further and Higher Education, ISSN: 1469-9486. DOI:
10.1080/0309877X.2017.1332352.
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.
Hsu, Y-S,
Iannone, P, She, H-C, Hadwin, A, Yore, LD (2016)
Epilogue for the IJSME Special Issue: Metacognition for science and mathematics learning in technology-infused learning environments,
International Journal of Science and Mathematics Education, 14(2), pp.335-344, ISSN: 1571-0068. DOI:
10.1007/s10763-016-9726-x.
Iannone, P and Simpson, A (2016)
University students’ perceptions of summative assessment: the role of context,
Journal of Further and Higher Education, ISSN: 1469-9486. DOI:
10.1080/0309877X.2016.1177172.
Hsu, Y-S,
Iannone, P, She, H-C, Hadwin, A (2016)
Preface for the IJSME Special Issue: Metacognition for science and mathematics learning in technology-infused learning environments,
International Journal of Science and Mathematics Education, ISSN: 1571-0068. DOI:
10.1007/s10763-016-9727-9.
Iannone, P and Simpson, A (2015)
Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide,
Assessment & Evaluation in Higher Education, 40(7), pp.971-987, ISSN: 0260-2938. DOI:
10.1080/02602938.2014.961124.
Iannone, P and Simpson, A (2015)
Mathematics lecturers' views of examinations: tensions and possible resolutions,
Teaching Mathematics and its Applications, 34(2), pp.71-82, ISSN: 0268-3679. DOI:
10.1093/teamat/hru024.
Iannone, P and Simpson, A (2014)
Students' preferences in undergraduate mathematics assessment,
Studies in Higher Education, 40(6), pp.1046-1067, ISSN: 0307-5079. DOI:
10.1080/03075079.2013.858683.
Iannone, P (2014)
Book Review: Mathematics & mathematics education: searching for common ground,
Research in Mathematics Education, 16(3), pp.330-334, ISSN: 1479-4802. DOI:
10.1080/14794802.2014.937354.
Camina, MM and
Iannone, P (2014)
Housing mix, school mix: barriers to success,
Journal of Education Policy, 29(1), pp.19-43, ISSN: 0268-0939. DOI:
10.1080/02680939.2013.783933.
Iannone, P and Simpson, A (2013)
Students' perceptions of assessment in undergraduate mathematics,
Research in Mathematics Education, 15(1), pp.17-33, ISSN: 1479-4802. DOI:
10.1080/14794802.2012.756634.
Iannone, P, Inglis, M, Mejia-Ramos, JP, Simpson, A, Weber, K (2011)
Does generating examples aid proof production?, ISSN: 0013-1954. DOI:
10.1007/s10649-011-9299-0.
Conferences
Iannone, P, Ayalon, M, Beck, J, Hodgen, J, Morselli, F (2019)
Introduction to the papers of TWG21: Assessment in mathematics education. In
,ISBN: 9789073346758.
Iannone, P, Rizza, D, Thoma, A (2018)
Investigating secondary school students' epistemologies through a class activity concerning infinity. In
, Umea - Sweden, pp.140-148.
Thoma, A and
Iannone, P (2016)
Analysing university closed book examinations using two frameworks. In
CERME9, Prague.
Iannone, P, Nardi, E, Biza, I, Gonzalez-Martın, A, Gueudet, G, Viirman, O, Winsløw, C (2015) Introduction to the papers of TWG14: University mathematics education. In
CERME9, Prague.
Nardi, E,
Iannone, P, Biza, I, Giraldo, V, Gonzalez-Martin, A, Gueudet, G, Pinto, M, Winslow, C (2011) Exploring the transition to and within university mathematics from different perspectives. In Ubuz, B (ed)
35th Conference of the International Group for the Psychology of Mathematics Education (PME), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (PME), Ankara, Turkey, pp.170-170.
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.
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.
Chapters
Jaworski, B, Thomas, S,
Iannone, P (2021)
Two decades of inquiry-based developmental activity in university mathematics. In Gómez-Chacón, I, Hochmuth, R, Jaworski, B, Rebenda, J, Ruge, J, Thomas, S (ed)
Inquiry in University Mathematics Teaching and Learning: The PLATINUM Project, Masaryk University Press, pp.273-287, ISBN: 9788021099838. DOI:
10.5817/CZ.MUNI.M210-9983-2021-15.
Iannone, P and Simpson, A (2014)
Teaching and learning mathematics and statistics. In
A Handbook for Teaching and Learning in Higher Education - fourth edition, © Taylor & Francis, pp.228-242, ISBN: 9780415709965.
