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

Loughborough University Research Publications


Publications for Ian Jones

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Journal Articles

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 and Jones, I (2021) Assessing Proof Reading Comprehension Using Summaries, International Journal of Research in Undergraduate Mathematics Education, DOI: 10.1007/s40753-021-00157-6.

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

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.

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.



Chapters

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 paper.

Jones, I (2013) GCSE Problem Solving scoring rubric.



Internet Publications

Davies, B, Alcock, L, Jones, I (Accepted for publication) Students' and mathematicians' written conceptions of proof.

Davies, B, Alcock, L, Jones, I (Accepted for publication) Comparative judgment and proof comprehension: supplementary material.



Datasets

Jones, I, Gilmore, C, Inglis, M, Bisson, M-J (Accepted for publication) Y11_lesson_materials for Measuring Conceptual Understanding. DOI: 10.17028/rd.lboro.7830500.



Filesets

Jones, I, Inglis, M, Gilmore, C, Bisson, M-J (Accepted for publication) Y11_data. DOI: 10.17028/rd.lboro.5845683.



Getting in touch

Research Office
Loughborough University
Loughborough
Leicestershire
LE11 3TU
researchpolicy@lboro.ac.uk
+44 (0)1509 222453

Research Repository
University Library
Loughborough University
Loughborough
LE11 3TU
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