Ian Jones
Ian Jones
Mathematics Education Centre, Loughborough University
Verified email at - Homepage
Cited by
Cited by
Peer assessment without assessment criteria
I Jones, L Alcock
Studies in Higher Education 39 (10), 1774-1787, 2014
Assessing mathematical problem solving using comparative judgement
I Jones, M Swan, A Pollitt
International Journal of Science and Mathematics Education 13, 151-177, 2015
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
The problem of assessing problem solving: Can comparative judgement help?
I Jones, M Inglis
Educational Studies in Mathematics 89, 337-355, 2015
Measuring conceptual understanding using comparative judgement
MJ Bisson, C Gilmore, M Inglis, I Jones
International Journal of Research in Undergraduate Mathematics Education 2 …, 2016
Challenges in mathematical cognition: A collaboratively-derived research agenda
L Alcock, D Ansari, S Batchelor, MJ Bisson, B De Smedt, C Gilmore, ...
Journal of Numerical Cognition 2 (1), 20, 2016
A comparative judgement approach to teacher assessment
S McMahon, I Jones
Assessment in Education: Principles, Policy & Practice 22 (3), 368-389, 2015
Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes
CJ Sangwin, I Jones
Educational studies in mathematics 94 (2), 205-222, 2017
Peer assessment using comparative and absolute judgement
I Jones, C Wheadon
Studies in Educational Evaluation 47, 93-101, 2015
A substituting meaning for the equals sign in arithmetic notating tasks
I Jones, D Pratt
Journal for Research in Mathematics Education 43 (1), 2-33, 2012
Teaching the substitutive conception of the equals sign
I Jones, M Inglis, C Gilmore, R Evans
Research in Mathematics Education 15 (1), 34-49, 2013
Connecting the equals sign
I Jones, D Pratt
International Journal of Computers for Mathematical Learning 11, 301-325, 2006
Touch Arithmetic: A process-based Computer-Aided Assessment approach for capture of problem solving steps in the context of elementary mathematics
A Adesina, R Stone, F Batmaz, I Jones
Computers & Education 78, 333-343, 2014
Measuring conceptual understanding: the
I Jones
International Group for the Psychology of Mathematics Education, 2013
Measuring conceptual understanding in randomised controlled trials: Can comparative judgement help?
I Jones, M Bisson, C Gilmore, M Inglis
British Educational Research Journal 45 (3), 662-680, 2019
Comparative judgement, proof summaries and proof comprehension
B Davies, L Alcock, I Jones
Educational Studies in Mathematics 105 (2), 181-197, 2020
Storyboarding: A method for bootstrapping the design of computer-based educational tasks
I Jones
Computers & Education 51 (3), 1353-1364, 2008
Fifty years of A‐level mathematics: have standards changed?
I Jones, C Wheadon, S Humphries, M Inglis
British educational research journal 42 (4), 543-560, 2016
A diagrammatic view of the equals sign: Arithmetical equivalence as a means, not an end
I Jones
Research in Mathematics Education 10 (2), 151-165, 2008
Assessment by comparative judgement: An application to secondary statistics and English in New Zealand
N Marshall, K Shaw, J Hunter, I Jones
New Zealand journal of educational studies 55 (1), 49-71, 2020
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