# Publications for Paola Iannone

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## Journal Articles

Martino, PD, Gregorio, F,**Iannone, P**(2022) The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review,

*Educational Studies in Mathematics*, ISSN: 0013-1954. DOI: 10.1007/s10649-022-10194-w. Martino, PD, Gregorio, F,

**Iannone, P**(2022) The transition from school to university mathematics in different contexts: affective and sociocultural issues in students’ crisis,

*Educational Studies in Mathematics: An International Journal*, ISSN: 0013-1954. DOI: 10.1007/s10649-022-10179-9. 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. Thoma, A and

**Iannone, P**(2021) Learning about proof with the theorem prover LEAN: the abundant numbers task,

*International Journal of Research in Undergraduate Mathematics Education*, 8(1), pp.64-93, ISSN: 2198-9745. DOI: 10.1007/s40753-021-00140-1.

**Iannone, P**and Simpson, A (2021) How we assess mathematics degrees: the summative assessment diet a decade on,

*Teaching Mathematics and its Applications: An International Journal of the IMA*, 41(1), pp.22-31, ISSN: 0268-3679. DOI: 10.1093/teamat/hrab007.

**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*, 103, 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*, 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*, 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*, 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*, 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) 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**and Simpson, A (2014) 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**(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?, 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

*CERME9*, 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

Jaworski, B, Thomas, S,**Iannone, P**(2021) Two decades of inquiry-based developmental activity in university mathematics. In Gómez-Chacón, I, Hochmuth, R, Jaworski, B, Rebenda, J, Ruge, J, Thomas, S (ed)

*Inquiry in University Mathematics Teaching and Learning: The PLATINUM Project*, Masaryk University Press, pp.273-287, ISBN: 9788021099838. DOI: 10.5817/CZ.MUNI.M210-9983-2021-15.

**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.

## Internet Publications

**Iannone, P**(Accepted for publication)

*Focus groups, interviews and questionnaires (online and on paper), and observations on/with undergraduate and postgraduate students at Loughborough and other Universities (Generic protocol G09-P1)*.