# Publications for Ian Jones

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## Journal Articles

Hooper, C and**Jones, I**(2023) Conceptual statistical assessment using JSXGraph,

*International Journal of Emerging Technologies in Learning (iJET)*, 18(01), pp.269-278, ISSN: 1868-8799. DOI: 10.3991/ijet.v18i01.36529.

**Jones, I**, Foster, C, Hunter, J (2022) Comparing examination standards without graded candidate scripts,

*European Journal of Mathematics and Science Education*, 3(2), pp.79-90, ISSN: 2694-2003. DOI: 10.12973/ejmse.3.2.79. Zerva, K, Sangwin, C,

**Jones, I**, Quinn, D (2022) Rejuvenating the HELM workbooks as online STACK quizzes in 2020,

*International Journal of Emerging Technologies in Learning (iJET)*, 17(23), pp.69-88, ISSN: 1868-8799. DOI: 10.3991/ijet.v17i23.35923. 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. Simsek, E, Xenidou-Dervou, I, Hunter, J, Dowens, MG, Pang, J, Lee, Y, McNeil, N, Kirkland, P,

**Jones, I**(2022) Factors associated with children’s understanding of mathematical equivalence: An investigation across six countries,

*Journal of Educational Psychology*, 114(6), pp.1359-1379, ISSN: 0022-0663. DOI: 10.1037/edu0000747. Davies, B and

**Jones, I**(2021) Assessing Proof Reading Comprehension Using Summaries,

*International Journal of Research in Undergraduate Mathematics Education*, ISSN: 2198-9745. DOI: 10.1007/s40753-021-00157-6. 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, 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

Hewitt, D and**Jones, I**(2022) From additive to multiplicative thinking: the role of subordination within the design of the Stick and Split app. In Marks, R (ed)

*British Society for Research into Learning Mathematics*, University of Nottingham, pp.1-6. Hewitt, D and

**Jones, I**(2022) From additive to multiplicative thinking: The role of feedback from a computer app. In Fernández, C, Llinares, S, Gutiérrez, Á, Planass, N (ed)

*45th Conference of the International Group for the Psychology of Mathematics Education; Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education*, Alicante, Spain, pp.228-228, ISBN: 9788413021782.

**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*.

**Jones, I**(Accepted for publication)

*Analysing student responses to summative and formative assessments (Generic protocol G20-P3)*.

## Datasets

**Jones, I**, Gilmore, C, Inglis, M, Bisson, M-J (2019) Y11_lesson_materials for Measuring Conceptual Understanding, DOI: 10.17028/rd.lboro.7830500.

## Filesets

**Jones, I**, Inglis, M, Gilmore, C, Bisson, M-J (2018) Y11_data, DOI: 10.17028/rd.lboro.5845683.