Journal Articles
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, 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.
Conferences
Alcock, L and Davies, B (2023)
Believability in mathematical conditionals: generating items for a conditional inference task. In
26th Conference on Research in Undergraduate Mathematics Education; Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education, Omaha, Nebraska, USA.
Alcock, L and Attridge, N (2022)
Counterexamples and refutations in undergraduate mathematics. In Karunakaran, SS and Higgins, A (ed)
2022 Conference on Research in Undergraduate Mathematics Education; Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education, Boston, Massachusetts, USA, pp.1-9.
Inglis, M and
Alcock, L (2018)
Watching mathematicians read mathematics. In
42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden.
Alcock, L, Inglis, M, Lew, K, Mejia-Ramos, JP, Rago, P, Sangwin, CJ (2017)
Comparing expert and learner mathematical language: A corpus linguistics approach. In
The XX Annual Conference on Research on Undergraduate Mathematics Education, San Diego.
Alcock, L, Hernandez-Martinez, P, Patel, AG (2016)
Study habits in undergraduate mathematics: a social network analysis. In
40th Annual Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary.
Alcock, L, Owen, A, Allinson, R (2015)
Diagram construction and performance in advanced mathematics. In
39th Conference of the International Group for the Psychology of Mathematics Education, Hobart, Tasmania, Australia.
Alcock, L, Kilbey, T, Inglis, M (2015)
How do undergraduates read mathematical texts? An eye-movement study. In
Didactics of Mathematics in Higher Education as a Discipline, Hannover, Germany.
Alcock, LJ, Bailey, T, Inglis, M, Docherty, P (2014)
The ability to reject invalid logical inferences predicts proof comprehension and mathematics performance. In Fukawa-Connelly, T (ed)
17th Conference on Research in Undergraduate Mathematics Education, Denver, CO, USA, pp.n/a-n/a.
Trenholm, S,
Alcock, L, Robinson, C (2011)
MATHEMATICS LECTURING IN THE DIGITAL AGE. In
, PROCEEDINGS OF THE 35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 1: DEVELOPING MATHEMATICAL THINKING, pp.404-404.
Roy, S,
Alcock, LJ, Inglis, MJ (2010) Undergraduates' proof comprehension:. In
Proceedings of the 13th Conference on Research in Undergraduate Mathematics Education, A comparative study of three forms of proof presentation, Raleigh, NC, USA, pp.93-114.
Edwards, A and
Alcock, LJ (2010) How do undergraduate students navigate their example spaces?. In
Proceedings of the 32nd Conference on Research in Undergraduate Mathematics Education, Raleigh, NC, USA.
Alcock, LJ and Simpson, A (2009)
The role of definitions in example classification. In
Proceedings of the 33rd Conference of the International Group for the Psychology of the Mathematics Education, In M. Tzekaki, M. Kaldrimidou & Sakonidis (Eds), Thessaloniki, Greece, pp.33-40.
Alcock, LJ (2009) e-Proofs: Student experience of online resources to aid understanding of mathematical proofs. In
Proceedings of the 12th Conference on Research in Undergraduate Mathematics Education, Online at http://mathed.asu.edu/crume2009/proceedings.html, Raleigh, NC, USA, pp.33-40.
Alcock, LJ (2009) Workbooks for independent study of group theory proofs. In
Proceedings of the 12th Conference on Research in Undergraduate Mathematics Education, Online at http://mathed.asu.edu/crume2009/proceedings.html, Raleigh, NC, USA, pp.33-40.
Alcock, LJ (2009)
Teaching proof to undergraduates:Semantic and syntactic approaches. In
Proceedings of the ICMI Study 19 Conference: Proof and Proving in Mathematics Education, Online at http://ocs.library/utoronot.ca/index.php/icmi/8, Taipei,Taiwan, pp.33-40.
Alcock, LJ (2009) e-Proofs: Online resources to aid understanding of mathematical proofs. In
CETL-MSOR Conference, tba, Lancaster, UK, pp.33-40.
Alcock, LJ, Brown, GD, Dunning, C (2009) Workbooks for Independent Study of Group Theory Proofs. In
Proceedings of the Conference on Research in Undergraduate Mathematics Education, Raleigh, North Carolina, 12 .
Alcock, LJ (2007) Watching students construct proofs. Invited plenary address. In
3rd Irish Symposium for Undergraduate Mathematics Education, Galway, Ireland.
Alcock, LJ (2007) Proving styles in advanced mathematics. Contributed talk with Keith Weber and Luliana Radu. In
SIGMMA on RUME 10, San Diego, USA, pp.34-38, 51.
Alcock, LJ (2007) Engaging mathematics professors in discussions about learning via annotated video of student proof attempts. Preliminary report with Keith Weber and Anne Seery. In
SIGMAA on RUME 10, San Diego, USA.
Alcock, LJ (2007) How do students think about proof? A DVD resource for Mathematicians. In
PME 31, Seoul, South Korea.
Alcock, LJ (2006) How do students think about proof? A professional development DVD for mathematicians. In
Mathematicians and Mathematics Educationalists: Can we collaborate?, Warwick, UK.
Alcock, LJ (2005) Proving: The use of instantiations. Contributed talk with Keith Weber. In
SIGMAA on RUME 8, Arizona, USA.
Weber, K,
Alcock, LJ, Radu, I (2005) Undergraduates' use of examples in a transition to proof course. In
PME-NA 27, Roanoake, Virginia, USA, pp.99-111.
Alcock, LJ (2005) Undergraduates' use of examples in a transition to proof course. In
PME-NA 27, Roanoake, Virginia, USA.
Alcock, LJ (2004) Using a warranted conception of implication to validate proofs. Short oral report with Keith Weber. In
PME-NA 26, Toronto, Canada.
Alcock, LJ (2004) Large numbers and generalization in the absence of algebraic notation. Short oral report with Rahul Malhotra. In
PME-NA 26, Toronto, Canada.
Alcock, LJ (2004) Symbolic cognition and non-visual reasoning in real analysis. Invited presentation in working group on symbolic cognition in advanced mathematics. In
PME 28, Bergen, Norway.
Weber, K and
Alcock, LJ (2004) How do mathematicians validate proofs?. In
PME-NA 26, Toronto, Canada, pp.209-234.
Alcock, LJ (2004) Uses of example objects in proving. In
PME 28, Bergen, Norway.
Chapters
Mejia-Ramos, JP,
Alcock, L, Lew, K, Rago, P, Sangwin, CJ, Inglis, M (2019)
Using corpus linguistics to investigate mathematical explanation. In
Methodological Advances in Experimental Philosophy, Bloomsbury, pp.239-264, ISBN: 9781350068995.
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.
Alcock, LJ (2010)
Interactions between teaching and research: Developing pedagogical content knowledge for Real Analysis. In Leikin, IR and Eds, RZ (ed)
Learning through teaching: Developing mathematics teachers' knowledge adn expertise in practice, Dordrecht: Springer, pp.227-246.
Weber, K and
Alcock, L (2010)
Proof in Advanced Mathematics Classes: Semantic and Syntactic Reasoning in the Representation System of Proof. In
Teaching and Learning Proof Across the Grades: A K-16 Perspective, pp.323-338, ISBN: 9780415989848. DOI:
10.4324/9780203882009-19.
Weber, K and
Alcock, LJ (2009)
Proof in Advanced Mathematics Classes: Semantic and Syntactic Reasoning in the Representation System of Proof. In Stylianou, IDA, Blanton, ML, Eds, EK (ed)
Teaching and learning proof across the grades: A K-16 perspective, pp.33-40.
Alcock, LJ and Simpson, AP (2001) The Warwick Analysis project: practice and theory. In Ed, DH (ed)
The teaching and learning of mathematics at university level,, Dordrecht: Kluwer, pp.99-111.
