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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
Midlands Seminars
Maths Cognition Group
Sum Puzzles Software
Some Completed Grants
Sources of Arithmetic
Teaching Equality
Curiosities
Arithmetic by smell
Practical arithmetic for girls
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[Research Interests] [Publications] [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. From 2010-2015 I will be working as a Royal Society Worshipful Company of Actuaries Research Fellow.
Research Interests
The main focus of my research is on mathematical thinking and reasoning. Some questions I am currently interested in include:
I have received grants to support this work from the ESRC, the Royal Society, the British Academy, the Esmee Fairbairn Foundation, the Nuffield Foundation, the Higher Education Academy, and the HE STEM Programme.
Publications
Jump to: journal papers, book reviews, book chapters, or conference papers.
Journal Papers:
Inglis, M., Attridge, N., Batchelor, S., & Gilmore, C. (2011). Non-verbal number acuity correlates with symbolic mathematics achievement: But only in children. Psychonomic Bulletin & Review, 18, 1222-1229. [preprint, 505k] [journal version].
Gilmore, C., Attridge, N., & Inglis, M. (2011). Measuring the approximate number system. Quarterly Journal of Experimental Psychology, 64, 2099-2109. [preprint, 479k] [journal version]. Inglis, M., Palipana, A., Trenholm, S., & Ward, J. (2011). Individual differences in students' use of optional learning resources. Journal of Computer Assisted Learning, 27, 490-502. [preprint, 365k] [journal version]. Iannone, P., Inglis, M., Mejia-Ramos, J. P., Simpson, A. & Weber, K. (2011). Does generating examples aid proof production? Educational Studies in Mathematics, 77, 1-14. [repository version] [journal version]. Mejia-Ramos, J. P. & Inglis, M. (2011). Semantic contamination and mathematical proof: Can a non-proof prove? Journal of Mathematical Behavior, 30, 19-29. [repository version] [journal version]. 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].
Alcock, L. & Inglis, M. (2009). Representation systems and undergraduate proof production: A comment on Weber. Journal of Mathematical Behavior, 28, 209-211. [repository version] [journal version].
Inglis, M. & Simpson, A. (2009). Conditional inference and advanced mathematical study: Further evidence. Educational Studies in Mathematics, 72, 185-198. [repository version] [journal version].
Inglis, M. & Mejia-Ramos, J. P. (2009). The effect of authority on the persuasiveness of mathematical arguments. Cognition & Instruction, 27, 25-50. [repository version] [journal version].
Inglis, M. & Mejia-Ramos, J. P. (2009). On the persuasiveness of visual arguments in mathematics. Foundations of Science, 14, 97-110. [repository version] [journal version].
Alcock, L. & Inglis, M. (2008). Doctoral students' use of examples in evaluating and proving conjectures. Educational Studies in Mathematics, 69, 111-129. [repository version] [journal version].
Inglis, M. & Mejia-Ramos, J. P. (2008). How persuaded are you? A typology of responses. Research in Mathematics Education, 10, 119-133. [repository version] [journal version].
Inglis, M. & Simpson, A. (2008). Conditional inference and advanced mathematical study. Educational Studies in Mathematics, 67, 187-204. [repository version] [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. [repository version] [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. [repository version] [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].
Book Reviews:
Inglis, M. (2011). Review of "Proof in Mathematics Education: Research, Learning and Teaching". Research in Mathematics Education, 13, 316-320. [preprint, 118k] [journal version].
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].
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. [repository version].
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. [repository version]. 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.
Short Reports & Refereed Abstracts:
Attridge, N., Gilmore, C. K. & Inglis, M. (2010). Non-dyscalculic adults use of the approximate number system in symbolic addition. Research in Mathematics Education, 12, 149-150. [journal version]. 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:
- Jones, I., Inglis, M. & Gilmore, C. (2011). The equals sign: Operations, relations and substitutions. Mathematics Teaching, 224, 16-17. [link].
Jones, I., Inglis, M. & Gilmore, C. (2011). Imperative and punctuative operational conceptions of the equals sign. Proceedings of the British Society for Research into Learning Mathematics, 31(1), 79-84. [link]. Attridge, N., Gilmore, C. & Inglis, M. (2010). Symbolic addition tasks, the approximate number system and dyscalculia. Proceedings of the British Society for Research into Learning Mathematics, 29(3), 7-12. [link]. 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 Conference Presentations
Crisp, R., Inglis, M., Mason, J. & Watson, A. (2011, November). Eye gaze in generalising sequences. Day Conference of the British Society for Research into the Learning of Mathematics, University of Oxford. Attridge, N. & Inglis, M. (2011, November). The development of deductive reasoning skills in A level mathematics students. Day Conference of the British Society for Research into the Learning of Mathematics, University of Oxford. Inglis, M., Attridge, N., Batchelor, S. & Gilmore, C. (2011, September). Approximate Number System acuity and symbolic mathematics achievement. 14th European Conference for Research on Learning and Instruction, University of Exeter. Inglis, M. & Alcock, L. (2011, August). What makes a successful reader of mathematics? 14th
European Conference for Research on Learning and Instruction, University of Exeter. Inglis, M., Attridge, N., & Gilmore, C. (2011, April). The Approximate Number System: What is it? And what is its role in mathematics education? Annual Conference of the Mathematical Association, Loughborough University. Attridge, N., Lay, K., Inglis, M., Gilmore, C., & Batchelor, S. (2011, July). The reliability of the Approximate Number System. Poster Presentation at the Meeting of the Experimental Psychology Society, University of Nottingham. Inglis, M. (2011, March). Expert and novice approaches to reading mathematical proofs. HEA MSOR Network Meeting: Mathematicians and Mathematics Educators, Ongoing Collaborations. University of Warwick.
Inglis, M. (2011, March). Individual differences in students' use of optional learning resources. Day Conference of the British Society for Research into the Learning of Mathematics, Institute of Education, University of London.
Jones, I., Inglis, M. & Gilmore, C. (2011, March). Operational, relational and substitutive conceptions of the equals sign in Britian and China. Day Conference of the British Society for Research into the Learning of Mathematics, Institute of Education, University of London.
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