Matthew Inglis

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Camilla GilmoreLoughborough UniversityVerified email at lboro.ac.uk
Lara AlcockLoughborough UniversityVerified email at lboro.ac.uk
Nina AttridgeUniversity of PortsmouthVerified email at port.ac.uk
Juan Pablo Mejía RamosProfessor of Mathematics Education, Rutgers UniversityVerified email at math.rutgers.edu
Adrian SimpsonPrincipal of St. Mary’s College, Durham UniversityVerified email at durham.ac.uk
Ian JonesMathematics Education Centre, Loughborough UniversityVerified email at lboro.ac.uk
Sophie BatchelorLoughborough UniversityVerified email at lboro.ac.uk
Keith WeberRutgers UniversiyVerified email at gse.rutgers.edu
Sarah ClaytonVerified email at psy.ox.ac.uk
Hugues (Hugo) Lortie-ForguesLoughborough UniversityVerified email at lboro.ac.uk
Marie-Josee BissonSenior Lecturer, De Montfort UniversityVerified email at dmu.ac.uk
Andrew AberdeinProfessor of Philosophy, School of Arts and Communication, Florida Institute of TechnologyVerified email at fit.edu
Lucy CraggUniversity of NottinghamVerified email at nottingham.ac.uk
Colin FosterReader in Mathematics Education, Department of Mathematics Education, Loughborough UniversityVerified email at lboro.ac.uk
Paola IannoneUniversity of EdinburghVerified email at ed.ac.uk
Bert De SmedtFull professor, Faculty of Psychology and Educational Sciences, University of LeuvenVerified email at ppw.kuleuven.be
Victoria SimmsProfessor of Developmental Psychology, Ulster UniversityVerified email at ulster.ac.uk
Derrick G WatsonUniversity of Warwick, Department of Psychology, ProfessorVerified email at warwick.ac.uk
Silke GoebelUniversity of YorkVerified email at york.ac.uk
Tony CroftProfessor of Mathematics Education, Loughborough UniversityVerified email at lboro.ac.uk

Matthew Inglis

Loughborough University

Verified email at lboro.ac.uk - Homepage

mathematical cognition mathematics education numerical cognition mathematical practice


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Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement C Gilmore, N Attridge, S Clayton, L Cragg, S Johnson, N Marlow, V Simms, ... PloS one 8 (6), e67374, 2013	585	2013
Modelling mathematical argumentation: The importance of qualification M Inglis, JP Mejia-Ramos, A Simpson Educational Studies in Mathematics 66 (1), 3-21, 2007	411	2007
Non-verbal number acuity correlates with symbolic mathematics achievement: But only in children M Inglis, N Attridge, S Batchelor, C Gilmore Psychonomic bulletin & review, 1-8, 2011	324	2011
Expert and novice approaches to reading mathematical proofs M Inglis, L Alcock Journal for Research in Mathematics Education 43 (4), 358-390, 2012	305	2012
Rigorous large-scale educational RCTs are often uninformative: Should we be concerned? H Lortie-Forgues, M Inglis Educational Researcher 48 (3), 158-166, 2019	246	2019
Self-explanation training improves proof comprehension M Hodds, L Alcock, M Inglis Journal for Research in Mathematics Education 45 (1), 62-101, 2014	204	2014
Indexing the approximate number system M Inglis, C Gilmore Acta psychologica 145, 147-155, 2014	196	2014
Dot comparison stimuli are not all alike: The effect of different visual controls on ANS measurement S Clayton, C Gilmore, M Inglis Acta Psychologica 161, 177-184, 2015	177	2015
Measuring the approximate number system C Gilmore, N Attridge, M Inglis The Quarterly Journal of Experimental Psychology 64 (11), 2099-2109, 2011	174	2011
Doctoral students’ use of examples in evaluating and proving conjectures L Alcock, M Inglis Educational Studies in Mathematics 69 (2), 111-129, 2008	159	2008
Five decades of mathematics education research M Inglis, C Foster Journal for Research in Mathematics Education 49 (4), 462-500, 2018	141	2018
How mathematicians obtain conviction: Implications for mathematics instruction and research on epistemic cognition K Weber, M Inglis, JP Mejia-Ramos Educational Psychologist 49 (1), 36-58, 2014	141	2014
The effect of authority on the persuasiveness of mathematical arguments M Inglis, JP Mejia-Ramos Cognition and Instruction 27 (1), 25-50, 2009	128	2009
Individual differences in students' use of optional learning resources M Inglis, A Palipana, S Trenholm, J Ward Journal of Computer Assisted Learning, 2011	125	2011
An introduction to mathematical cognition C Gilmore, SM Göbel, M Inglis Routledge, 2018	114	2018
Argumentative and proving activities in mathematics education research JP Mejía-Ramos, M Inglis Proceedings of the ICMI Study 19, 88-93, 2009	114	2009
Beauty is not simplicity: An analysis of mathematicians' proof appraisals M Inglis, A Aberdein Philosophia Mathematica 23 (1), 87-109, 2015	112	2015
Congruency effects in dot comparison tasks: Convex hull is more important than dot area C Gilmore, L Cragg, G Hogan, M Inglis Journal of Cognitive Psychology 28 (8), 923-931, 2016	107	2016
Substitution and sameness: Two components of a relational conception of the equals sign I Jones, M Inglis, C Gilmore, M Dowens Journal of experimental child psychology 113 (1), 166-176, 2012	104	2012
Measuring conceptual understanding using comparative judgement MJ Bisson, C Gilmore, M Inglis, I Jones International Journal of Research in Undergraduate Mathematics Education 2 …, 2016	102	2016

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