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

Loughborough University Research Publications


Publications for Lara Alcock

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Journal Articles

Alcock, L (2024) Understanding mathematical conditionals: An educational perspective informed by philosophy, linguistics and psychology, Journal of Mathematical Behavior, ISSN: 0732-3123.

Alcock, L and Sa, R (2024) How do introduction-to-proof textbooks explain conditionals and implications?, International Journal of Research in Undergraduate Mathematics Education, ISSN: 2198-9745.

Alcock, L and Attridge, N (2023) Refutations and reasoning in undergraduate mathematics, International Journal of Research in Undergraduate Mathematics Education, ISSN: 2198-9745. DOI: 10.1007/s40753-023-00220-4.

Sa, T, Alcock, L, Inglis, M, Tanswell, FS (2023) Do mathematicians agree about mathematical beauty?, Review of Philosophy and Psychology, 15(1), ISSN: 1878-5158. DOI: 10.1007/s13164-022-00669-3.

Woollacott, B, Alcock, L, Inglis, M (2023) The spatial contiguity principle in mathematics textbooks, Research in Mathematics Education, ISSN: 1479-4802. DOI: 10.1080/14794802.2022.2158122.

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.

Alcock, L, Hernandez-Martinez, P, Patel, AG, Sirl, D (2020) Study Habits and Attainment in Undergraduate Mathematics: A Social Network Analysis, Journal for Research in Mathematics Education, 51(1), pp.26-49, ISSN: 0021-8251. DOI: 10.5951/jresematheduc.2019.0006.

Alcock, L (2018) Tilting the classroom, London Mathematical Society Newsletter, 474, pp.22-27.

Panse, A, Alcock, L, Inglis, M (2018) Reading proofs for validation and comprehension: An expert-novice eye-movement study, International Journal of Research in Undergraduate Mathematics Education, ISSN: 2198-9745. DOI: 10.1007/s40753-018-0077-6.

Alcock, L and Simpson, A (2017) Interactions between defining, explaining and classifying: The case of increasing and decreasing sequences, Educational Studies in Mathematics, ISSN: 0013-1954. DOI: 10.1007/s10649-016-9709-4.

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, ISSN: 1754-0178. DOI: 10.1080/14794802.2017.1285720.

Roy, S, Inglis, M, Alcock, L (2017) Multimedia resources designed to support learning from written proofs: An eye-movement study, Educational Studies in Mathematics, ISSN: 0013-1954. DOI: 10.1007/s10649-017-9754-7.

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.

Trenholm, S, Alcock, L, Robinson, C (2016) The instructor experience of fully online tertiary mathematics: a challenge and an opportunity, Journal for Research in Mathematics Education, ISSN: 1945-2306. DOI: 10.5951/jresematheduc.47.2.0147.

Trenholm, S, Alcock, L, Robinson, C (2015) An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses, International Journal of Mathematical Education in Science and Technology, ISSN: 0020-739X. DOI: 10.1080/0020739X.2015.1036946.

Alcock, L, Hodds, M, Roy, S, Inglis, M (2015) Investigating and improving undergraduate proof comprehension, Notices of the American Mathematical Society, ISSN: 0002-9920. DOI: 10.1090/noti1263.

Alcock, L, Brown, G, Dunning, C (2015) Independent study workbooks for proofs in group theory, International Journal of Research in Undergraduate Mathematics Education, ISSN: 2198-9745. DOI: 10.1007/s40753-015-0009-7.

Hodds, M, Alcock, L, Inglis, M (2014) Self-Explanation Training Improves Proof Comprehension, Journal for Research in Mathematics Education, 45(1), pp.62-101, ISSN: 0021-8251. DOI: 10.5951/jresematheduc.45.1.0062.

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.

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

Inglis, M, Mejia-Ramos, JP, Weber, K, Alcock, L (2013) On Mathematicians' Different Standards When Evaluating Elementary Proofs (vol 5, pg 270, 2013), TOPICS IN COGNITIVE SCIENCE, 5(4), pp.844-844, ISSN: 1756-8757. DOI: 10.1111/tops.12028.

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.

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.

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.

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

Trenholm, S, Alcock, L, Robinson, CL (2012) Mathematics lecturing in the digital age, International Journal of Mathematical Education in Science and Technology, 43(6), pp.703-716, ISSN: 0020-739X. DOI: 10.1080/0020739X.2011.646325.

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.

Alcock, LJ and Simpson, A (2011) Classification and concept consistency, Canadian Journal of Science, Mathematics and Technology Education, 11, pp.91-116.

Alcock, LJ and Wilkinson, N (2011) e-Proofs: Design of a resource to support proof comprehension in mathematics, Educational Designer, 1(4), pp.none-none.

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

Alcock, LJ (2010) Mathematicians' perspectives on the teaching and learning of proof, F.Hitt, D.Holton & P.W. Thompson(Eds) Research in Collegiate Mathematics Education VII, Washington DC: MAA, pp.63-92.

Alcock, LJ and Weber, K (2010) Referential and syntactic approaches to proof: Case studies from a transition-to-proof course, In F. Hitt, D. Holton & P.W. Thompson (Eds) Research in Collegiate Mathematics Education VII, Washington DC: MAA, pp.93-114.

Alcock, LJ and Weber, K (2010) Undergraduates' example use in proof construction: Purposes and effectiveness, Investigations in Mathematics Learning, 3(1), pp.1-22.

Edwards, A and Alcock, LJ (2010) Using Rasch analysis to identify uncharacteristic responses to undergraduate assessments, Teaching Mathematics and its Applications, 29, pp.165-175.

Alcock, L and Weber, K (2010) Undergraduates’ Example Use in Proof Construction: Purposes and Effectiveness, Investigations in Mathematics Learning, 3(1), pp.1-22, ISSN: 1947-7503. DOI: 10.1080/24727466.2010.11790298.

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

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.

Alcock, LJ and Weber, K (2005) Proof validation in real analysis: Inferring and checking warrants, Journal of Mathematical Behaviour, 24(2), pp.125-134, ISSN: 0732-3123. DOI: 10.1016/j.jmathb.2005.03.003.

Alcock, LJ and Simpson, AP (2005) Convergence of sequences and series 2: Interactions between non-visual reasoning and the learner's beliefs about their own role, Educational Studies in Mathematics, 58(1), pp.77-110, ISSN: 1573-0816. DOI: 10.1007/s10649-005-2813-5.

Weber, K and Alcock, LJ (2005) Using warranted implications to understand and validate proofs, For the Learning of Mathematics, 25(1), pp.34-38, 51.

Alcock, LJ and Simpson, AP (2004) Convergence of sequences and series: Interactions between visual reasoning and the learner's beliefs about their own role, Educational Studies in Mathematics, 57(1), pp.1-32, ISSN: 1573-0816. DOI: 10.1023/B:EDUC.0000047051.07646.92.

Weber, K and Alcock, LJ (2004) Semantic and syntactic proof productions, Educational Studies in Mathematics, 56(3), pp.209-234, ISSN: 1573-0816. DOI: 10.1023/B:EDUC.0000040410.57253.a1.



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