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

Loughborough University Research Publications


Publications for Paola Iannone

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Journal Articles

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, 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, 101(3), 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, 42(7), pp.922-936, 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, 41(6), pp.785-801, 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, 14(2), pp.243-248, 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) 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 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 (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?, 77(1), pp.1-14, 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 , 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

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.



Getting in touch

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Leicestershire
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