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Details
Office: Schofield A037
Tel. +44 (0) 1509 228213
Address
MEC, Schofield Building
Loughborough University
Loughborough
Leicestershire
LE11 3TU
United Kingdom
Links
Arithmetic by smell
Practical arithmetic for girls
Midlands Seminars
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[Background] [Teaching] [Writing] [Recent Presentations]
Background
I am a Lecturer in the Mathematics Education Centre at Loughborough University, and an Honorary Research Fellow in the Learning Sciences Research Institute at the University of Nottingham. I completed my BSc, MSc and PhD at the University of Warwick.
The main focus of my research is on mathematical thinking and reasoning. Some questions I am currently interested in include:
What factors influence how mathematics students and mathematicians (a) construct and (b) evaluate mathematical arguments? (Main collaborator: Pablo Mejia-Ramos).
What is the relationship between studying advanced mathematics and logical reasoning behaviour? (Main collaborator: Adrian Simpson).
How do dyscalculic and non-dyscalculic adults make numerical judgements in symbolic and non-symbolic contexts? (Main collaborators: Nina Attridge & Camilla Gilmore; some information about our ESRC grant on this topic can be found here).
How can children's conceptions of the equals sign be developed? (Main collaborators: Paul Escalante-Mead, Camilla Gilmore & Ian Jones; some information about our Esmee Fairbairn Foundation grant on this topic can be found here).
Some of this work is funded by the ESRC, some by the Esmee Fairbairn Foundation, and some by the MSOR Network of the Higher Education Academy.
I maintain the website and mailing list of the Midlands Mathematics Education Seminar Series, a regional network of seminars which rotates between six local universities. In 2007 Camilla Gilmore and I organised a workshop on mathematical thinking, funded by the British Academy and Nuffield Foundation; to find out more, visit its website.
Teaching
In 2009/10 I am teaching MAB206 Statistics and part of MAB309 Mathematics 2.
Writing
Journal Papers:
Alcock, L. & Inglis, M. (2009). Representation systems and undergraduate proof production: A comment on Weber. Journal of Mathematical Behavior, 28, 209-211. [preprint, 124k] [journal version].
Inglis, M. & Simpson, A. (2009). Conditional inference and advanced mathematical study: Further evidence. Educational Studies in Mathematics, 72, 185-198. [preprint, 180k] [journal version].
Inglis, M. & Mejia-Ramos, J. P. (2009). The effect of authority on the persuasiveness of mathematical arguments. Cognition & Instruction, 27, 25-50. [preprint, 476k] [journal version].
Inglis, M. & Mejia-Ramos, J. P. (2009). On the persuasiveness of visual arguments in mathematics. Foundations of Science, 14, 97-110. [preprint, 740k] [journal version].
Alcock, L. & Inglis, M. (2008). Doctoral students' use of examples in evaluating and proving conjectures. Educational Studies in Mathematics, 69, 111-129. [journal version].
Inglis, M. & Mejia-Ramos, J. P. (2008). How persuaded are you? A typology of responses. Research in Mathematics Education, 10, 119-133. [preprint, 296k] [journal version].
Inglis, M. & Simpson, A. (2008). Conditional inference and advanced mathematical study. Educational Studies in Mathematics, 67, 187-204. [preprint, 376k] [journal version]. Inglis, M. & Mejia-Ramos, J. P. (2008). Theoretical and methodological implications of a broader perspective
on mathematical argumentation. Mediterranean Journal for Research in Mathematics Education, 7, 107-119. Watson, D. G. & Inglis, M. (2007). Eye movements and time-based selection: Where do the eyes go in preview search? Psychonomic Bulletin & Review, 14, 852-857. [preprint, 84k] [journal version]. Inglis, M., Mejia-Ramos, J. P. & Simpson, A. (2007). Modelling mathematical argumentation: The importance of qualification. Educational Studies in Mathematics, 66, 3-21. [preprint, 154k] [journal version]. Reid, D. & Inglis, M. (2005). Talking about logic. For the Learning of Mathematics, 25(2), 24-25. Inglis, M. & Mejia-Ramos, J. P. (2005). La fuerza de la asercion y el poder persuasivo en la argumentacion en matematicas. Revista EMA: Investigacion e Innovacion en Educacion Matematica, 10, 327-352. Inglis, M. (2003). Three worlds and the imaginary sphere. For the Learning of Mathematics, 23(3), 24-27, [360k].
Refereed Conference Papers:
Iannone, P., Inglis, M., Mejia-Ramos, J. P., Siemons, J. & Weber, K. (2009). How do undergraduate students generate examples of mathematical concepts? In M. Tzekaki, M. Kaldrimidou & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 217-224). Thessaloniki, Greece.
Inglis, M. & Simpson, A. (2009). The defective and material conditionals in mathematics: Does it matter? In M. Tzekaki, M. Kaldrimidou & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 225-232). Thessaloniki, Greece.
Mejia-Ramos, J. P. & Inglis, M. (2009). Argumentative and proving activities in mathematics education research. In F.-L. Lin, F.-J. Hsieh, G. Hanna & M. de Villiers (Eds.), Proceedings of the ICMI Study 19 conference: Proof and Proving in Mathematics Education (Vol. 2, pp. 88-93), Taipei, Taiwan.
Gilmore, C. K. & Inglis, M. (2008). Process- and object-based thinking in arithmetic. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojana & A. Sepulveda (Eds.), Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 73-80). Morelia, Mexico. [136k].
Inglis, M. & Simpson, A. (2008). Reasoning from features or exemplars. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojana & A. Sepulveda (Eds.), Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 217-224). Morelia, Mexico.
Inglis, M. & Simpson, A. (2007). Belief bias and the study of mathematics. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 2310-2319). Larnaca, Cyprus. Inglis, M. & Simpson, A. (2006). The role of mathematical context in evaluating conditional statements. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th International Conference on the Psychology of Mathematics Education (Vol. 3, pp. 337-344). Prague, Czech Republic. [263k]. Inglis, M. & Mejia-Ramos, J. P. (2006). Applying informal logic to arguments in mathematics. Proceedings of the 3rd International Conference on the Teaching of Mathematics at the Undergraduate Level. Istanbul, Turkey. Inglis, M. & Simpson, A. (2006). Characterising mathematical reasoning: Studies with the Wason Selection Task. In M. Bosch (Ed.), Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (pp. 1768-1777). Sant Feliu de Guixols, Spain. Inglis, M. & Simpson, A. (2005). Heuristic biases in mathematical reasoning. In H.L. Chick & J.L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 177-184). Melbourne, Australia. Inglis, M. & Simpson, A. (2004). Mathematicians and the Selection Task. In M. Johnsen Hoines & A.B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 89-96). Bergen, Norway.
Book chapters:
Inglis, M. (2006). Reconsidering the Imaginary Sphere. In A. Simpson (Ed.), Retirement as Process and Concept: A Festschrift for Eddie Gray and David Tall (pp. 119-126). Prague, Czech Republic.
[The whole Festschrift is available from David's site].
Short Reports & Refereed Abstracts:
Mejia-Ramos, J. P. & Inglis, M. (2009). What are the argumentative activities associated with proof? Research in Mathematics Education, 11, 77-78. [journal version]. Inglis, M., Watson, D. G., and Simpson, A. (2007). Studying advanced mathematics is correlated with analytical reasoning on the Wason Selection Task. In B. Csapo and C. Csikos (Eds.) 12th European Conference for Research on Learning and Instruction: Developing Potentials for Learning, 132.
Other:
Mejia-Ramos, J. P. & Inglis, M. (2008). What are the activities associated with proof? Proceedings of the British Society for Research into Learning Mathematics, 28(2). [link].
Inglis, M. & Mejia-Ramos, J. P. (2006). Is it ever appropriate to judge an argument by its author? Proceedings of the British Society for Research into Learning Mathematics, 26(2), 43-48. [46k].
Recent Presentations
Attridge, N., Gilmore, C. K. & Inglis, M. (2009, November). Is non-symbolic "number sense" necessary for exact symbolic arithmetic? Day Conference of the British Society for Research into the Learning of Mathematics, Loughborough University.
Inglis, M. & Simpson, A. (2009, Jul). The defective and material conditionals in mathematics: Does it matter? 33rd Conference of the International Group for the Psychology of Mathematics Education. Thessaloniki, Greece.
Inglis, M. & Mejia-Ramos, J. P. (2009, Jun). Language and proof. Day Conference of the British Society for Research into the Learning of Mathematics, University of Bristol.
Mejia-Ramos, J. P. & Inglis, M. (2009, Feb). Different ways of assessing the persuasiveness of mathematical arguments. Twelfth Conference on Research in Undergraduate Mathematics Education. Raleigh, North Carolina, USA.
Gilmore, C. K. & Inglis, M. (2008, Jul). Process- and object-based thinking in arithmetic. 32nd Conference of the International Group for the Psychology of Mathematics Education. Morelia, Mexico. [slides, 832k].
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