Mathematics Education Centre
Loughborough University
Loughborough
Leicestershire
LE11 3TU
+44 (0) 1509 228213
m.j.inglis@lboro.ac.uk
Matthew Inglis 
Background
I am a senior 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. I currently serve on the Editorial Board of Research in Mathematics Education, and the International Advisory Board of the Journal for Research in Mathematics Education.
Research Interests
The main focus of my research is on mathematical thinking and reasoning. Some questions I am currently interested in include:
- What is the relationship between studying advanced mathematics and reasoning behaviour? (Main collaborator: Nina Attridge).
- How are numerical judgements made in symbolic and non-symbolic contexts? (Main collaborators: Nina Attridge, Sophie Batchelor, Sarah Clayton & Camilla Gilmore).
- How do students and mathematicians read mathematics? (Main collaborators: Lara Alcock, Mark Hodds, Pablo Mejia-Ramos, Somali Roy and Keith Weber).
- How can assessments be designed to help foster mathematical thinking? (Main collaborator: Ian Jones).
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.
Jump to: journal papers, conference papers, book reviews, book chapters, commissioned reports, short reports, other or links.
Publications
Journal Articles
Gilmore, C., Attridge, N., Clayton, S., Cragg, L., Johnson, S., Marlow, N., Simms, V., & Inglis, M. (in press). Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement. PLOS ONE.
Alcock, L., Gilmore, C., & Inglis, M. (in press). Guest Editorial: Experimental methods in mathematics education. Research in Mathematics Education, 15. [preprint, 128k]
Inglis, M., Mejia-Ramos, J. P., Weber, K., & Alcock, L. (2013). On mathematicians' different standards when evaluating elementary proofs. Topics in Cognitive Science, 5, 270-282. [preprint, 573k] [journal version].
Jones, I., Inglis, M., Gilmore, C., & Evans, R. (2013). Teaching the substitutive conception of the equals sign. Research in Mathematics Education, 15, 34-49. [preprint, 424k] [journal version].
Inglis, M. & Alcock, L. (2013). Skimming: A response to Weber and Mejia-Ramos. Journal for Research in Mathematics Education, 44, 471-474. [preprint, 134k].
Jones, I., Inglis, M., Gilmore, C., & Dowens, M. (2012). Substitution and sameness: Two components of a relational conception of the equals sign. Journal of Experimental Child Psychology, 113, 166-176. [repository version] [journal version].
Inglis, M. & Alcock, L. (2012). Expert and novice approaches to reading mathematical proofs. Journal for Research in Mathematics Education, 43, 358-390 [preprint, 1.1MB] [journal version].
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. [repository version] [journal version].
Gilmore, C., Attridge, N., & Inglis, M. (2011). Measuring the approximate number system. Quarterly Journal of Experimental Psychology, 64, 2099-2109. [repository version] [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 and 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].
Refereed Conference Papers
Jones, I., Inglis, M., Gilmore C., & Hodgen, J. (in press). Measuring conceptual understanding: The case of fractions. To appear in Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Kiel, Germany. [preprint, 405k].
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.
Book Reviews
Inglis, M. (2011). Review of "Proof in Mathematics Education: Research, Learning and Teaching". Research in Mathematics Education, 13, 316-320. [preprint, 118k] [repository version] [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].
Commissioned Reports
Inglis, M., Croft, T., & Matthews, J. (2012). Graduates' Views on the Undergraduate Mathematics Curriculum. Birmingham: HE STEM Programme. [final report, 393k].
Short Reports & Refereed Abstracts
Crisp, R., Inglis, M., Mason, J., & Watson, A. (2012). Individual differences in generalisation strategies. Research in Mathematics Education, 14, 291-292.
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. [journal version].
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. [online version].
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. [online version].
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). [online version].
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. [preprint, 46k].
Recent Conference Presentations
Matthews, J., Inglis, M., & Croft, T. (2012, July). Do mathematics undergraduates develop the skills they need or expect? CETL-MSOR Conference, University of Sheffield.
Attridge, N. & Inglis, M. (2012, July). Advanced Mathematics and deductive reasoning skills: evidence for the theory of formal discipline. International Conference on Thinking 2012, Birkbeck College, University of London.
Inglis, M. & Alcock, L. (2012, July). Watching mathematicians read mathematics. Symposium on Mathematical Practice and Cognition II, AISB/IACAP World Congress, University of Birmingham.
Inglis, M., Croft, T., & Matthews, J. (2012, June). Do mathematics undergraduates develop the skills they need or expect? Day Conference of the British Society for Research into the Learning of Mathematics, University of Sussex.
Links
Curiosities