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Foster, Colin; Inglis, Matthew – Educational Studies in Mathematics, 2017
Curricular implementations are unlikely to deliver the anticipated benefits for mathematics learners if written guidance to teachers is interpreted and enacted differently from the ways that policymakers and curriculum designers intend. One way in which this could happen is in relation to the mathematics tasks that teachers deploy in the…
Descriptors: Mathematics Instruction, Mathematics Teachers, Mathematics, Foreign Countries
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Roy, Somali; Inglis, Matthew; Alcock, Lara – Educational Studies in Mathematics, 2017
This paper presents two studies of an intervention designed to help undergraduates comprehend mathematical proofs. The intervention used multimedia resources that presented proofs with audio commentary and visual animations designed to focus attention on logical relationships. In study 1, students studied an e-Proof or a standard written proof and…
Descriptors: Intervention, Undergraduate Students, Multimedia Instruction, Eye Movements
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Jones, Ian; Inglis, Matthew – Educational Studies in Mathematics, 2015
School mathematics examination papers are typically dominated by short, structured items that fail to assess sustained reasoning or problem solving. A contributory factor to this situation is the need for student work to be marked reliably by a large number of markers of varied experience and competence. We report a study that tested an…
Descriptors: Problem Solving, Mathematics Instruction, Mathematics Tests, Test Items
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Iannone, Paola; Inglis, Matthew; Mejia-Ramos, Juan Pablo; Simpson, Adrian; Weber, Keith – Educational Studies in Mathematics, 2011
Many mathematics education researchers have suggested that asking learners to generate examples of mathematical concepts is an effective way of learning about novel concepts. To date, however, this suggestion has limited empirical support. We asked undergraduate students to study a novel concept by either tackling example generation tasks or…
Descriptors: Undergraduate Students, Mathematics Education, Learning Strategies, Mathematical Concepts
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Inglis, Matthew; Simpson, Adrian – Educational Studies in Mathematics, 2009
In this paper, we examine the support given for the "theory of formal discipline" by Inglis and Simpson (Educational Studies Mathematics 67:187-204, "2008"). This theory, which is widely accepted by mathematicians and curriculum bodies, suggests that the study of advanced mathematics develops general thinking skills and, in particular, conditional…
Descriptors: Discipline, Thinking Skills, Statistical Inference, Mathematics Education
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Alcock, Lara; Inglis, Matthew – Educational Studies in Mathematics, 2008
This paper discusses variation in reasoning strategies among expert mathematicians, with a particular focus on the degree to which they use examples to reason about general conjectures. We first discuss literature on the use of examples in understanding and reasoning about abstract mathematics, relating this to a conceptualisation of syntactic and…
Descriptors: Semantics, Number Concepts, Mathematics Instruction, Abstract Reasoning
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Inglis, Matthew; Simpson, Adrian – Educational Studies in Mathematics, 2008
Many mathematicians and curriculum bodies have argued in favour of the theory of formal discipline: that studying advanced mathematics develops one's ability to reason logically. In this paper we explore this view by directly comparing the inferences drawn from abstract conditional statements by advanced mathematics students and well-educated arts…
Descriptors: Art Education, Mathematics Education, Inferences, Mathematics Instruction
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Inglis, Matthew; Mejia-Ramos, Juan; Simpson, Adrian – Educational Studies in Mathematics, 2007
In recent years several mathematics education researchers have attempted to analyse students' arguments using a restricted form of Toulmina's ["The Uses of Argument," Cambridge University Press, UK, 1958] argumentation scheme. In this paper we report data from task-based interviews conducted with highly talented postgraduate mathematics students,…
Descriptors: Persuasive Discourse, Mathematics Education, Discourse Analysis, Mathematical Logic