Matthew Inglis
Alıntı yapanlar
Alıntı yapanlar
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
Modelling mathematical argumentation: The importance of qualification
M Inglis, JP Mejia-Ramos, A Simpson
Educational Studies in Mathematics 66 (1), 3-21, 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
Expert and novice approaches to reading mathematical proofs
M Inglis, L Alcock
Journal for Research in Mathematics Education 43 (4), 358-390, 2012
Indexing the approximate number system
M Inglis, C Gilmore
Acta psychologica 145, 147-155, 2014
Measuring the approximate number system
C Gilmore, N Attridge, M Inglis
The Quarterly Journal of Experimental Psychology 64 (11), 2099-2109, 2011
Doctoral students’ use of examples in evaluating and proving conjectures
L Alcock, M Inglis
Educational Studies in Mathematics 69 (2), 111-129, 2008
Self-explanation training improves proof comprehension
M Hodds, L Alcock, M Inglis
Journal for Research in Mathematics Education 45 (1), 62-101, 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
The effect of authority on the persuasiveness of mathematical arguments
M Inglis, JP Mejia-Ramos
Cognition and Instruction 27 (1), 25-50, 2009
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
Individual differences in students' use of optional learning resources
M Inglis, A Palipana, S Trenholm, J Ward
Journal of Computer Assisted Learning, 2011
Rigorous large-scale educational RCTs are often uninformative: Should we be concerned?
H Lortie-Forgues, M Inglis
Educational Researcher 48 (3), 158-166, 2019
Argumentative and proving activities in mathematics education research
JP Mejía-Ramos, M Inglis
Proceedings of the ICMI Study 19, 88-93, 2009
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
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
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
On mathematicians’ different standards when evaluating elementary proofs
M Inglis, JP Mejia-Ramos, K Weber, L Alcock
Topics in Cognitive Science, 0
Spontaneous focusing on numerosity and the arithmetic advantage
S Batchelor, M Inglis, C Gilmore
Learning and Instruction 40, 79-88, 2015
Beauty Is Not Simplicity: An Analysis of Mathematicians' Proof Appraisals
M Inglis, A Aberdein
Philosophia Mathematica 23 (1), 87-109, 2015
Sistem, işlemi şu anda gerçekleştiremiyor. Daha sonra yeniden deneyin.
Makaleler 1–20