Ian Jones

Details
Office: Schofield A030
Tel. +44 (0) 1509 228217
I.Jones@lboro.ac.uk

Address
MEC
Schofield Building
Loughborough University
Loughborough
Leicestershire
LE11 3TU
United Kingdom

Links
Royal Society
Vision Committee
Nuffield
Sum Puzzles
BSRLM
Maths Cognition Group
Touch Gestures in Maths
The Fall
Bass


Ian Jones

I am a Senior Research Fellow in the Mathematics Education Centre at Loughborough University, funded by a Royal Society Shuttleworth Education Research Fellowship.


Research Interests

My main interest is in improving the quality of summative mathematics assessments, 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 comparative judgement, that enable examinations to contain longer, more substantial questions without loss of reliability.

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.

I am secretary of the British Society for Research into Learning Mathematics, and a member of the Early Algebra Group, the Mathematical Cognition Group and the Touch Gestures in Mathematics Group. I also sit on the Royal Society Vision Committee for science and mathematics education 4-19.


Recent Grants

  • 2009-2014. Royal Society Shuttleworth Education Research Fellowship. Removing the mismatch between intentions and outcomes in GCSE mathematics. [project page]

  • 2013-2015. Nuffield Foundation. Measuring conceptual understanding: The case of teaching with abstract and concrete representations. (With Matthew Inglis and Camilla Gilmore). [project page]

  • 2013. AQA. Investigating standards across A-level mathematics syllabuses. (With Matthew Inglis).

  • 2012. Mapping University Mathematics Assessment Practices project. Summative peer assessment of undergraduate calculus using Adaptive Comparative Judgement. (With Lara Alcock). [project page]

  • 2012. Higher Education Academy. Diversifying practice in assessing the mathematical needs of undergraduate students. [workshop page]

  • 2011-2012. Nuffield Foundation. Improving the quality of GCSE mathematics examinations. (With Matthew Inglis). [project page]

  • 2010-2010. Nuffield Foundation. Investigating validity and reliability in GCSE mathematics examinations. [project page]

  • 2009-2010. Esmée Fairbairn Foundation. How should the equals sign be taught? (With Matthew Inglis and Camilla Gilmore.) [Sum Puzzles website]

[Top of Page]


Publications

Journal Papers

  • Jones, I., Swan M. and Pollitt, A. (2014). Assessing mathematical problem solving using comparative judgement. International Journal of Science and Mathematics Education. [preprint (pdf)] [official]

  • Jones, I. and Alcock, L. (2013). Peer assessment without assessment criteria. Studies in Higher Education. [preprint (pdf)] [official]

  • Jones, I., Inglis, M., Gilmore, C. and Evans, R. (2013). Teaching the substitutive conception of the equals sign. Research in Mathematics Education, 15, 34-39. [preprint (pdf)] [official]

  • Jones, I., Inglis, M., Gilmore, C. and Dowens, M. (2012). Substitution and sameness: Two components of a relational conception of the equals sign. Journal of Experimental Child Psychology, 113, 166–176. [preprint] [official]

  • Black, P., Burkhardt, H., Daro, P., Jones, I., Lappan, G., and Pead, D., and Stephens, M. (2012). High-stakes examinations to support policy: design, development and implementation. Educational Designer, 5(2), 1-31. [official]

  • Jones, I. and Pratt, D. (2012). A substituting meaning for the equals sign in arithmetic notating tasks. Journal for Research in Mathematics Education, 43, 2-33. [repository] [preprint] [official]

  • Jones, I. (2008). A diagrammatic view of the equals sign: Arithmetical equivalence as a means not an end. Research in Mathematics Education, 10, 119-133. [preprint] [official]

  • Jones, I. (2008). Storyboarding: A method for bootstrapping the design of computer-based educational tasks. Computers and Education, 51, 1353-1364. [preprint] [official]

  • Jones, I. and Pratt, D. (2006). Connecting the equals sign. International Journal of Computers for Mathematical Learning, 11, 301-325. [preprint] [official]

Book reviews

  • Jones, I. (2012). Review of "Early algebraization: a global dialogue from multiple perspectives" edited by Jinfa Cai and Eric Knuth. Research in Mathematics Education, 14, 301-308. [preprint (pdf)] [official]

Book chapters

  • Jones, I. (2013). The fitness and impact of GCSE mathematics examinations. In Mendick, H. and Leslie, D. (Eds.) Debates in Mathematics Education, pp. 186-195. London: Routledge.

  • Jones, I. and Alcock, L. (2012). Summative peer assessment of undergraduate calculus using Adaptive Comparative Judgement. In Iannone, P. and Simpson, A. (Eds.) Mapping University Mathematics Assessment Practices, pp. 63-74. Norwich: University of East Anglia. [pdf]

Refereed Conference Papers

  • Evans, S., Jones, I. and Dawson, C. (2014). Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons? Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education. Vancouver, Canada. [pdf]

  • Jones, I., Inglis, M., Gilmore, C, and Hodgen, J. (2013). Measuring conceptual understanding: The case of fractions. In A. M. Lindmeier and A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 3, pp. 113-120). Kiel, Germany. [link]

  • Adesina, A., Stone, R., Batmaz, F. and Jones, I. (2013). Use of multi-touch gestures for capturing solution steps in arithmetic word problems. 5th International Conference on Computer Supported Education (pp. 210-215). Aachen, Germany. [link]

  • Jones, I. (2009). Arithmetic equality statements: Numerical balance and notational substitution. In M. Tzekaki, M. Kaldrimidou and H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (pp. 257-264). Thessaloniki, Greece. [link]

  • Jones, I. (2009). Presenting equality statements as diagrams. In V. Durand-Guerrier, S. Soury-Lavergne and F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (pp. 549-558). Lyon, France. [pdf]

  • Jones, I. (2007). A logo-based task for arithmetical activity. In I. Kalas (Ed.), Proceedings of the 11th European Logo Conference. Bratislava, Slovakia. [link]

  • Jones, I. and Pratt, D. (2005). Three utilities for the equals sign. In H. L. Chick and J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (pp. 185-192). Melbourne, Australia. [link]

  • Roe, C., Pratt, D. and Jones, I. (2005). Putting the learning back into e-learning. In M. Bosch (Ed.), Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (pp. 1092-1101). Sant Feliu de Guxols, Spain. [link]

Professional Journals

  • Jones, I. and Inglis, M. (in press). Judgemental Mathematics. The Actuary.

  • Jones, I. (2013). Let students judge: Assessing nebulous knowledge. ALT Newsletter. [link]

  • Jones, I., Inglis, M. and Gilmore, C. (Summer 2013). Equality in the primary maths classroom. Primary Maths, 12-13.

  • Jones, I., Inglis, M. and Gilmore, C. (2011). The equals sign: Operations, relations and substitutions. Mathematics Teaching, 224, 16-17.

  • Jones, I. (2008). Sum puzzles. Mathematics Teaching, 207, 18-19.

  • Jones, I. (2006). The equals sign and me. Mathematics Teaching, 194, 6-8.

Other

  • Jones, I., Inglis, M. and Gilmore, C. (2011). Imperative and punctuative operational conceptions of the equals sign. Informal Proceedings of the British Society for Research into Learning Mathematics, 31(1), 79-84. [pdf].

  • Jones, I. (2010). Why do GCSE examination papers look like they do? Informal Proceedings of the British Society for Research into Learning Mathematics, 30(3), 61-66. [pdf].

  • Jones, I. (2007). Arithmetical notating as a diagrammatic activity. Informal Proceedings of the British Society for Research into Learning Mathematics, 27(2), 31-36. [pdf].

  • Pratt, D., Jones, I. and Prodromu, T. (2006). An elaboration of the design construct of phenomenalisation. Seventh International Conference on Teaching Statistics. [pdf].

[Top of Page]


Recent Presentations

  • Jones, I., Inglis, M. and Sirl, D. (March 2014). Blatant violation of independence: Should statistical tests be conducted on comparative judgement data? The 8th Annual UK Rasch User Group Day, University of York.

  • Jones, I., Inglis, M., Wheadon, C. and Humphries, S. (March 2014). Has Advanced-level Mathematics got easier over time? British Society for Research into Learning Mathematics day conference, King’s College London.

  • Jones, I., Inglis, M., Wheadon, C. and Humphries, S. (November 2013). A comparative judgement study of national assessment standards. Association for Educational Assessment - Europe conference, Paris.

  • Jones, I. (November 2013). Mathematical understanding: You know it when you see it. MathSpeak2013 conference, London.

  • Jones, I. (October 2013). Measuring conceptual understanding in mathematics. University of Durham.

  • Jones, I. (March 2013). The problem solving problem: Can comparative judgement help? Cambridge Assessment.

  • Jones, I. and Whythe, H. (March 2013). Modelling comparative judgement data for educational assessment: Some issues arising. 7th UK Rasch Users Day meeting, Manchester.

  • Jones, I. and Inglis, M. (October 2012). Assessing GCSE problem solving in mathematics. University of Nottingham.

  • Jones, I. (July 2012). Improving GCSE exams. Forest Hill School.

  • Jones, I. and Alcock, L. (July 2012). Summative peer assessment of undergraduate calculus. University of Bristol.

  • Jones, I. (June 2012). Improving GCSE exams. Leicestershire Heads of Department day conference.

  • Jones, I. and Alcock, L. (May 2012). Summative peer assessment of undergraduate calculus using Adaptive Comparative Judgement. With Lara Alcock. HEA STEM day conference "Diversifying practice in assessing the mathematical needs of undergraduate students", Loughborough University.

  • Jones, I., Bearne, M. and Smart, G. (April 2012). Adaptive Comparative Judgement for assessing school mathematics. Swedish Assessment Agency, Stockholm.

  • Jones, I. (April 2012). How can inquiry-based learning in science and mathematics be assessed properly and fairly? The Fibonacci Project conference, University of Leicester.

  • Jones, I. and Alcock, L. (April 2012). Summative peer assessment of undergraduate calculus using Adaptive Comparative Judgement. MU-MAP conference, University of Kent.

  • Jones, I. (March 2012). Engaging practitioners with research at Loughborough University. ESRC Targeted Initiative in Science and Mathematics Education (TISME) and Royal Society day seminar, London.

  • Jones, I., Evans, S. and Dawson, C. (February 2012). Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons? British Society for Research into Learning Mathematics day conference, University of Leeds.

  • Jones, I. (January 2012). How to make mathematics exams better. Advisory Committee on Mathematics Education, London.

[Top of Page]