Background

I am a Senior Lecturer in the Mathematics Education Centre at Loughborough University.

Research Interests

Undergraduate mathematics education. Specifically:

1. •Semantic and syntactic strategies for proof construction.
   

2. •Proof comprehension and mathematical reading more generally.
   

3. •Use of examples in reasoning, including use of diagrams.
   

4. •Understanding in topics such as real analysis and abstract algebra.
   

Publications

Book for Mathematicians:

1. •Alcock, L. & Simpson, A. (2009).  Ideas from mathematics Education: An introduction for mathematicians.  MSOR Network. [Alcock_Simpson_book.pdf]
   

Journal Papers:

1. •Trenholm, S., Alcock. L., & Robinson, C. (2012).  Mathematics lecturing in the digital age.  International Journal of Mathematical Education in Science and Technology.  [journal version]
   

2. •Alcock, L. & Simpson, A. (2011).  Classification and concept consistency.  Canadian Journal of Science, Mathematics and Technology Education, 11, 91-106. [journal version] [repository version]
   

3. •Alcock, L. & Wilkinson, H. (2011).  e-Proofs: Design of a resource to support proof comprehension in mathematics.  Educational Designer, 4. [journal version] [repository version]
   

4. •Alcock, L. & Weber, K. (2010). Referential and syntactic approaches to proof: Case studies from a transition-to-proof course. Research in Collegiate Mathematics Education VII, 93-114. [repository version]
   

5. •Alcock, L. J. (2010). Mathematicians’ perspectives on the teaching and learning of proof. Research in Collegiate Mathematics Education VII, 63-92. [repository version]
   

6. •Alcock, L. & Inglis, M., (2010). Visual considerations in the presentation of mathematical proofs. Seminar.net - International Journal of Media, Technology and Lifelong Learning, 6, 43-59. [repository version] [journal version].
   

7. •Alcock, L. J. & Weber, K., (2010). Undergraduates’ example use in proof construction: Purposes and effectiveness. Investigations in Mathematics Learning, 3, 1-22. [repository version]
   

8. •Edwards, A. & Alcock, L. J. (2010). Using Rasch analysis to identify uncharacteristic responses to undergraduate assessments. Teaching Mathematics and its Applications, 29, 165-175. [journal version] [repository version]
   

9. •Alcock, L. J. & Inglis, M. (2009). Representation systems and undergraduate proof production: A comment on Weber. Journal of Mathematical Behavior, 28, 209-211. [repository version] [journal version].
   

10. •Alcock, L. J. & Inglis, M, (2008). Doctoral students’ use of examples in evaluating and proving conjectures. Educational Studies in Mathematics, 69, 111-129. [repository version] [journal version].
    

11. •Alcock, L. J. & Simpson, A. P. (2005). Convergence of sequences and series 2: Interactions between non-visual reasoning and the learner's beliefs about their own role. Educational Studies in Mathematics, 58, 77-110. [journal version]
    

12. •Weber, K. & Alcock, L. J. (2005). Using warranted implications to understand and validate proofs. For the Learning of Mathematics, 25(1), 34-38.
    

13. •Alcock, L. J. & Weber, K. (2005). Proof validation in real analysis: Inferring and checking warrants. Journal of Mathematical Behaviour, 24, 125-134. [journal version]
    

14. •Alcock, L. J. & Simpson, A. P. (2004). Convergence of sequences and series: Interactions between visual reasoning and the learner's beliefs about their own role. Educational Studies in Mathematics, 57, 1-32. [journal version]
    

15. •Weber, K. & Alcock, L. J. (2004). Semantic and syntactic proof productions. Educational Studies in Mathematics, 56, 209-234. [journal version]
    

Book Chapters:

1. •Alcock, L. (2010).  Interactions between teaching and research: Developing pedagogical content knowledge for real analysis.  In R. Leikin & R Zazkis (Eds.), Learning through teaching: Developing mathematics teachers’ knowledge and expertise in practice.  Dordrecht: Springer, pp.227-246. [repository version]
   

2. •Weber, K. & Alcock, L. (2009).  Proof in advanced mathematics classes: Semantic and syntactic reasoning in the representation system of proof.  In D.A. Stylianou, M.L. Blanton & E. Knuth (Eds.), Teaching and learning proof across the grades: A K-16 perspective.  New York: Routledge, pp. 323-338. [repository version]
   

3. •Alcock, L. & Simpson, A. (2001).  The Warwick Analysis project: Practice and theory.  In D. Holton (Ed.), The teaching and learning of mathematics at university level.  Dordrecht: Kluwer, pp. 99-111.
   

Selected Conference Proceedings:

1. •Alcock, L. (2009).  Teaching proof to undergraduates: Semantic and syntactic approaches.  In F. Lin, F.H.G. Hanna & M de Villiers  (Eds.), Proceedings of the ICMI Study 19 Conference: Proof and Proving.  Taipei: National Taiwan Normal University, Vol 1, pp.227-246. [repository version]
   

2. •Alcock, L. & Simpson, A. (2009).  The role of definitions in example classification.  In M. Tzekaki, M. Kaldrimidou & S. Haralambos (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education.  Thessaloniki, Greece: IGPME, Vol.2, pp.33-40. [repository version]