Matthew Inglis
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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
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
Rigorous large-scale educational RCTs are often uninformative: Should we be concerned?
H Lortie-Forgues, M Inglis
Educational Researcher 48 (3), 158-166, 2019
Indexing the approximate number system
M Inglis, C Gilmore
Acta psychologica 145, 147-155, 2014
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
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
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
Five decades of mathematics education research
M Inglis, C Foster
Journal for Research in Mathematics Education 49 (4), 462-500, 2018
The effect of authority on the persuasiveness of mathematical arguments
M Inglis, JP Mejia-Ramos
Cognition and Instruction 27 (1), 25-50, 2009
Individual differences in students' use of optional learning resources
M Inglis, A Palipana, S Trenholm, J Ward
Journal of Computer Assisted Learning, 2011
Argumentative and proving activities in mathematics education research
JP Meja-Ramos, M Inglis
Proceedings of the ICMI Study 19, 88-93, 2009
Beauty is not simplicity: An analysis of mathematicians' proof appraisals
M Inglis, A Aberdein
Philosophia Mathematica 23 (1), 87-109, 2015
An introduction to mathematical cognition
C Gilmore, SM Gbel, M Inglis
Routledge, 2018
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
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
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