Matthew Inglis

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Camilla GilmoreLoughborough UniversityVerified email at lboro.ac.uk
Nina AttridgeUniversity of PortsmouthVerified email at port.ac.uk
Lara AlcockLoughborough UniversityVerified email at lboro.ac.uk
Juan Pablo Mejía RamosProfessor of Mathematics Education, Rutgers UniversityVerified email at math.rutgers.edu
Adrian SimpsonPrincipal of Josephine Butler 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 UniversityVerified email at gse.rutgers.edu
Sarah ClaytonVerified email at psy.ox.ac.uk
Hugues (Hugo) Lortie-ForguesLoughborough UniversityVerified email at lboro.ac.uk
Lucy CraggUniversity of NottinghamVerified email at nottingham.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
Paola IannoneLoughborough UniversityVerified email at lboro.ac.uk
Bert De SmedtProfessor, Faculty of Psychology and Educational Sciences, University of LeuvenVerified email at ppw.kuleuven.be
Victoria SimmsReader in Psychology, Ulster UniversityVerified email at ulster.ac.uk
Colin FosterReader in Mathematics Education, Department of Mathematics Education, Loughborough UniversityVerified email at lboro.ac.uk
Tony CroftProfessor of Mathematics Education, Loughborough UniversityVerified email at lboro.ac.uk
Silke GoebelUniversity of YorkVerified email at york.ac.uk
Derrick G WatsonUniversity of Warwick, Department of Psychology, ProfessorVerified email at warwick.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	483	2013
Modelling mathematical argumentation: The importance of qualification M Inglis, JP Mejia-Ramos, A Simpson Educational Studies in Mathematics 66 (1), 3-21, 2007	323	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	291	2011
Expert and novice approaches to reading mathematical proofs M Inglis, L Alcock Journal for Research in Mathematics Education 43 (4), 358-390, 2012	235	2012
Indexing the approximate number system M Inglis, C Gilmore Acta psychologica 145, 147-155, 2014	174	2014
Measuring the approximate number system C Gilmore, N Attridge, M Inglis The Quarterly Journal of Experimental Psychology 64 (11), 2099-2109, 2011	158	2011
Self-explanation training improves proof comprehension M Hodds, L Alcock, M Inglis Journal for Research in Mathematics Education 45 (1), 62-101, 2014	143	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	138	2015
Rigorous large-scale educational RCTs are often uninformative: Should we be concerned? H Lortie-Forgues, M Inglis Educational Researcher 48 (3), 158-166, 2019	134	2019
Doctoral students’ use of examples in evaluating and proving conjectures L Alcock, M Inglis Educational Studies in Mathematics 69 (2), 111-129, 2008	133	2008
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	122	2014
The effect of authority on the persuasiveness of mathematical arguments M Inglis, JP Mejia-Ramos Cognition and Instruction 27 (1), 25-50, 2009	107	2009
Individual differences in students' use of optional learning resources M Inglis, A Palipana, S Trenholm, J Ward Journal of Computer Assisted Learning, 2011	100	2011
Argumentative and proving activities in mathematics education research JP Mejía-Ramos, M Inglis Proceedings of the ICMI Study 19, 88-93, 2009	96	2009
Beauty Is Not Simplicity: An Analysis of Mathematicians' Proof Appraisals M Inglis, A Aberdein Philosophia Mathematica 23 (1), 87-109, 2015	81	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	79	2016
Does generating examples aid proof production? P Iannone, M Inglis, JP Mejía-Ramos, A Simpson, K Weber Educational studies in Mathematics 77 (1), 1-14, 2011	77	2011
Five decades of mathematics education research M Inglis, C Foster Journal for Research in Mathematics Education 49 (4), 462-500, 2018	76	2018
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	75	2012
Spontaneous focusing on numerosity and the arithmetic advantage S Batchelor, M Inglis, C Gilmore Learning and Instruction 40, 79-88, 2015	71	2015

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