ÿþ<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <html> <head> <title>Ian Jones </title> <link rel="stylesheet" href="main2.css" type="text/css"> </head> <body bgcolor="#FFFFFF" leftmargin="0" topmargin="0" marginwidth="0" marginheight="0"> <a name="top"> <table width="100%" border="0" cellspacing="10" cellpadding="0"> <tr> <td height="30" bgcolor="#FFFFFF" valign="top"><a href="http://www.lboro.ac.uk"><img src="images/lulogo.gif" title="Loughborough University" border="0"></a></td> <td height="30" bgcolor="#FFFFFF"></td> </tr> </table> <table width="90%" border="0" cellspacing="10" cellpadding="0"> <tr> <td><h1>Ian Jones</h1></td></tr> <tr><td> <p><b>Mathematics Education Centre</h2></b> </td></tr> </table> <table width="90%" border="0" cellspacing="10" cellpadding="0"> <tr> <td width="21%"><img src="images/bluedotted169.gif" alt="line"></td> <td width="2%"></td> <td width="77%" background="images/bluedot3.gif"><img src="images/bluedot3.gif" alt="line"></td> </tr> <tr> <td valign="top"> <p><a href="images/Ian_Jones.gif"><img src="images/Ian_Jones.gif" alt="Ian Jones" width="170"/></a> </p> <p><b>Details</b><br> Office: Schofield A030<br> Tel. +44 (0) 1509 228217<br> <a href="mailto:I.Jones@lboro.ac.uk">I.Jones@lboro.ac.uk</a><br> </p> <p><b>Address</b><br> MEC, Schofield Building<br> Loughborough University<br> Loughborough<br> Leicestershire<br> LE11 3TU<br> United Kingdom </p> <p><b>Links</b><br> <a href="http://royalsociety.org/grants/case-studies/ian-jones/">Royal Society</a><br> <a href="http://www.nuffieldfoundation.org/improving-quality-gcse-mathematics-examinations">Nuffield</a><br> <a href="http://www.bsrlm.org.uk">BSRLM</a><br> <a href="http://mec.lboro.ac.uk/mcg">Maths Cognition Group</a> </p> </td> <td> </td> <td valign="top"> <!-- FOR LINKS WITHIN THE PAGE, UNCOMMENT NEXT LINE --> <!-- <p><a href="#research">Research Interests</a> | <a href="#writing">Publications</a> | <a href="#talks">Recent Presentations</a></p> --> <p> <h2><br>Current role</h2></p> <p>I am a Senior Research Fellow in the <a href="http://mec.lboro.ac.uk">Mathematics Education Centre</a> at Loughborough University, funded by a Royal Society Shuttleworth Education Research Fellowship. </p> <p><a name="research"></a> <h2><br>Research Interests</h2></p> <p> My main interest is in the backwash effect that summative assessment has on how mathematics is taught and learnt, particularly at secondary school level. There has been much recent criticism that mathematics GCSE examinations are fragmented, and as such teaching and learning in typical classrooms involves memorising isolated facts. I am currently testing alternative models, in particular Adaptive Comparative Judgements, that enable examinations to contain longer, more substantial questions without loss of reliability.</p> <p> I am also interested in the transition from arithmetic to algebra when pupils move from primary to secondary school, and in particular the role that understanding mathematical equivalence has to play.</p> <p> I am secretary of the British Society for Research into Learning Mathematics, and a member of the Early Algebra Group and Mathematical Cognition Group. I also sit on the Royal Society Vision Committee for science and mathematics education 4-19. </p> <p><a name="grants"></a> <h2><br>Recent Grants</h2></p> <ul type="disc"> <li><p>2012. Mapping University Mathematics Assessment Practices project. <i>Summative peer assessment of undergraduate calculus using Adaptive Comparative Judgement.</i> (With Lara Alcock). </p></li> <li><p>2012. Higher Education Academy. <i>Diversifying practice in assessing the mathematical needs of undergraduate students.</i> <a href="http://www.heacademy.ac.uk/events/detail/2012/16_May_HEA_STEM_LBORO_Maths">[workshop page]</a> </p></li> <li><p>2011-2012. Nuffield Foundation. <i>Improving the quality of GCSE mathematics examinations.</i> (With Matthew Inglis). <a href="http://www.nuffieldfoundation.org/improving-quality-gcse-mathematics-examinations">[project page]</a> </p></li> <li><p>2010-2010. Nuffield Foundation. <i>Investigating validity and reliability in GCSE mathematics examinations.</i> <a href="http://www.nuffieldfoundation.org/investigating-validity-and-reliability-gcse-maths-exams">[project page]</a></p></li> <li><p>2009-2014. Royal Society Shuttleworth Education Research Fellowship. <i>Removing the mismatch between intentions and outcomes in GCSE mathematics.</i> <a href="http://royalsociety.org/grants/case-studies/ian-jones">[project page]</a></p></li> <li><p>2009-2010. Esm&eacute;e Fairbairn Foundation. <i>How should the equals sign be taught?</i> (With Matthew Inglis and Camilla Gilmore.) <a href="http://www.lsri.nottingham.ac.uk/equalssign">[project page]</a> </p></li> </ul> <p><a name="writing"></a> <h2><br>Publications</h2></p> <a name="journal"></a> <p>Journal Papers:</p> <ul type="disc"> <li><p>Jones, I. and Pratt, D. (2012). A substituting meaning for the equals sign in arithmetic notating tasks. <i>Journal for Research Research in Mathematics Education, 43</i>(1), 2-33. <a href="http://www-staff.lboro.ac.uk/~maij/jrme2012.pdf">[pdf]</a></p></li> <li><p>Jones, I. (2008). A diagrammatic view of the equals sign: Arithmetical equivalence as a means not an end. <i>Research in Mathematics Education, 10</i>(2), 119-133. <a href="http://hdl.handle.net/2134/8588">[link]</a></p></li> <li><p>Jones, I. (2008). Storyboarding: A method for bootstrapping the design of computer-based educational tasks. <i>Computers and Education, 51</i>(3), 1353-1364. <a href="http://hdl.handle.net/2134/8610">[link]</a></p></li> <li><p>Jones, I. and Pratt, D. (2006). Connecting the equals sign. <i>International Journal of Computers for Mathematical Learning, 11</i>(3), 301-325. <a href="http://hdl.handle.net/2134/8613">[link]</a></p></li> </ul> <a name="conference"></a> <p>Refereed Conference Papers:</p> <ul type="disc"> <li><p> Jones, I. (2009). Arithmetic equality statements: Numerical balance and notational substitution. In M. Tzekaki, M. Kaldrimidou & H. Sakonidis (Eds.), <i>Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education</i> (pp. 257-264). Thessaloniki, Greece. <a href="http://hdl.handle.net/2134/8611">[link]</a></p></li> <li><p> Jones, I. (2009). Presenting equality statements as diagrams. In V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello (Eds.), <i>Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education</i> (pp. 549-558). Lyon, France. </p></li> <li><p> Jones, I. (2007). A logo-based task for arithmetical activity. In I. Kalas (Ed.), <i>Proceedings of the 11th European Logo Conference</i>. Bratislava, Slovakia. <a href="http://hdl.handle.net/2134/8616">[link]</a> </p></li> <li><p> Jones, I. and Pratt, D. (2005). Three utilities for the equals sign. In H. L. Chick & J. L. Vincent (Eds.), <i>Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education</i> (pp. 185-192). Melbourne, Australia. <a href="http://hdl.handle.net/2134/8612">[link]</a> </p></li> <li><p> Roe, C., Pratt, D. and Jones, I. (2005). Putting the learning back into e-learning. In M. Bosch (Ed.), <i>Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education</i> (pp. 1092-1101). Sant Feliu de Guxols, Spain. <a href="http://hdl.handle.net/2134/8614">[link]</a> </p></li> </ul> <p>Teacher Journals:</p> <ul type="disc"> <li><p>Jones, I., Inglis, M.J. and Gilmore, C. (2011). The equals sign: Operations, relations and substitutions. <i>Mathematics Teaching, 224</i>, 16-17.</p></li> <li><p>Jones, I. (2008). Sum puzzles. <i>Mathematics Teaching, 207</i>, 18-19. </p></li> <li><p>Jones, I. (2006). The equals sign and me. <i>Mathematics Teaching, 194</i>, 6-8. </p></li> </ul> <p>Other:</p> <ul type="disc"> <li><p>Jones, I., Inglis, M.J. and Gilmore, C. (2011). Imperative and punctuative operational conceptions of the equals sign. <i>Informal Proceedings of the British Society for Research into Learning Mathematics, 31</i>(1), 79-84. <a href="http://www.bsrlm.org.uk/IPs/ip31-1/BSRLM-IP-31-1-14.pdf">[link]</a>.</li></p> <li><p>Jones, I. (2010). Why do GCSE examination papers look like they do? <i>Informal Proceedings of the British Society for Research into Learning Mathematics, 30</i>(3), 61-66. <a href="http://www.bsrlm.org.uk/IPs/ip30-3/BSRLM-IP-30-3-11.pdf">[link]</a>. </li></p> <li><p>Jones, I. (2007). Arithmetical notating as a diagrammatic activity. <i>Informal Proceedings of the British Society for Research into Learning Mathematics, 27</i>(2), 31-36. <a href="http://www.bsrlm.org.uk/IPs/ip27-2/BSRLM-IP-27-2-06.pdf">[link]</a>. </li></p> <li><p>Pratt, D., Jones, I. and Prodromu, T. (2006). An elaboration of the design construct of phenomenalisation.<i> Seventh International Conference on Teaching Statistics</i>. <a href="http://www.ime.usp.br/~abe/ICOTS7/Proceedings/PDFs/InvitedPapers/7F1_PRAT.pdf">[link]</a>. </li></p> </ul> <p><a name="talks"></a><br><h2>Recent Presentations</h2></p> <ul type="disc"> <li><p>Jones, I. (June 2011). <i>Using paired comparisons for assessing mathematical ability.</i> Day Conference of the British Society for Research into the Learning of Mathematics, University of Leeds. </p></li> <li><p>Jones, I. (July 2011). <i>Towards better GCSE mathematics exams.</i> Kings College, London. </p></li> <li><p>Jones, I., Inglis, M. and Gilmore, C. (March 2011). <i>Operational, relational and substitutive conceptions of the equals sign in Britian and China.</i> Day Conference of the British Society for Research into the Learning of Mathematics, Institute of Education, University of London. </p></li> <li><p>Jones, I. (November 2010). <i>Why do GCSE examination papers look like they do?</i> Day Conference of the British Society for Research into the Learning of Mathematics, University of Newcastle-upon-Tyne.</p></li> <li><p> Jones, I. (September 2010). <i> On the dynamics of high-stakes assessment.</i> Centre for Research in Mathematics Education, University of Nottingham. </p></li> <li><p> Jones, I. (September 2010). <i>Removing the mismatch between in intentions and outcomes in GCSE mathematics.</i> Royal Society, London. </p></li> <li><p> Jones, I. (December 2009). <i>Equality statements as rules for exchanging expressions.</i> Institute of Education, University of London. </p></li> <li><p>Jones, I. (September 2009). <i>Numerical sameness and notational substitutivity in arithmetic equivalence relations.</i> The British Psychological Society Developmental Psychology Section Conference, University of Nottingham.</p></li> </p></li> </ul> </ul> <p><a href="#top">[Top of Page]</a></p> </td> </tr> <tr><td><img src="images/bluedotted169.gif"></td><td></td><td background="images/bluedot3.gif"><img src="images/bluedot3.gif"></td></tr> </table> </body> </html>