Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement C Gilmore, N Attridge, S Clayton, L Cragg, S Johnson, N Marlow, V Simms, ... PloS one 8 (6), e67374, 2013 | 568 | 2013 |
Modelling mathematical argumentation: The importance of qualification M Inglis, JP Mejia-Ramos, A Simpson Educational Studies in Mathematics 66 (1), 3-21, 2007 | 407 | 2007 |
Non-verbal number acuity correlates with symbolic mathematics achievement: But only in children M Inglis, N Attridge, S Batchelor, C Gilmore Psychonomic bulletin & review, 1-8, 2011 | 320 | 2011 |
Expert and novice approaches to reading mathematical proofs M Inglis, L Alcock Journal for Research in Mathematics Education 43 (4), 358-390, 2012 | 292 | 2012 |
Rigorous large-scale educational RCTs are often uninformative: Should we be concerned? H Lortie-Forgues, M Inglis Educational Researcher 48 (3), 158-166, 2019 | 223 | 2019 |
Indexing the approximate number system M Inglis, C Gilmore Acta psychologica 145, 147-155, 2014 | 192 | 2014 |
Self-explanation training improves proof comprehension M Hodds, L Alcock, M Inglis Journal for Research in Mathematics Education 45 (1), 62-101, 2014 | 192 | 2014 |
Dot comparison stimuli are not all alike: The effect of different visual controls on ANS measurement S Clayton, C Gilmore, M Inglis Acta Psychologica 161, 177-184, 2015 | 175 | 2015 |
Measuring the approximate number system C Gilmore, N Attridge, M Inglis The Quarterly Journal of Experimental Psychology 64 (11), 2099-2109, 2011 | 173 | 2011 |
Doctoral students’ use of examples in evaluating and proving conjectures L Alcock, M Inglis Educational Studies in Mathematics 69 (2), 111-129, 2008 | 155 | 2008 |
How mathematicians obtain conviction: Implications for mathematics instruction and research on epistemic cognition K Weber, M Inglis, JP Mejia-Ramos Educational Psychologist 49 (1), 36-58, 2014 | 138 | 2014 |
Five decades of mathematics education research M Inglis, C Foster Journal for Research in Mathematics Education 49 (4), 462-500, 2018 | 132 | 2018 |
The effect of authority on the persuasiveness of mathematical arguments M Inglis, JP Mejia-Ramos Cognition and Instruction 27 (1), 25-50, 2009 | 125 | 2009 |
Individual differences in students' use of optional learning resources M Inglis, A Palipana, S Trenholm, J Ward Journal of Computer Assisted Learning, 2011 | 120 | 2011 |
Argumentative and proving activities in mathematics education research JP Mejía-Ramos, M Inglis Proceedings of the ICMI Study 19, 88-93, 2009 | 112 | 2009 |
Beauty is not simplicity: An analysis of mathematicians' proof appraisals M Inglis, A Aberdein Philosophia Mathematica 23 (1), 87-109, 2015 | 111 | 2015 |
An introduction to mathematical cognition C Gilmore, SM Göbel, M Inglis Routledge, 2018 | 109 | 2018 |
Congruency effects in dot comparison tasks: Convex hull is more important than dot area C Gilmore, L Cragg, G Hogan, M Inglis Journal of Cognitive Psychology 28 (8), 923-931, 2016 | 101 | 2016 |
Substitution and sameness: Two components of a relational conception of the equals sign I Jones, M Inglis, C Gilmore, M Dowens Journal of experimental child psychology 113 (1), 166-176, 2012 | 99 | 2012 |
The problem of assessing problem solving: Can comparative judgement help? I Jones, M Inglis Educational Studies in Mathematics 89, 337-355, 2015 | 96 | 2015 |