Ian's public data
Students' and mathematicians' written conceptions of proof
Measuring conceptual understanding in randomised controlled trials: can comparative judgement help?
Y11_lesson_materials for Measuring Conceptual Understanding
Free-response tasks in primary mathematics: A window on students’ thinking
The conception of substitution of the equals sign plays a unique role in students' algebra performance
Peer assessment of mathematical understanding using comparative judgement
Special issue on summative assessment
GCSE Problem Solving paper
GCSE Problem Solving scoring rubric
Authors' Response: The M-N-L framework: Bringing radical constructivist theories to daily teaching practices
Negotiating between learner and mathematics: a conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom
Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes
An alternative approach to assessing achievement
Measuring conceptual understanding using comparative judgement
Challenges in mathematical cognition: a collaboratively-derived research agenda
Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?
Measuring teacher awareness of children's understanding of equivalence
Fifty years of A-level mathematics: have standards changed?
Book review of "Algebra teaching around the world" edited by Frederick Koon Shing Leung, Kyungmee Park, Derek Holton and David Clarke.
Building bridges that are functional and structural
Assessing mathematical problem solving using comparative judgement
A comparative judgement approach to teacher assessment
Touch arithmetic: a process-based computer-aided assessment approach for capture of problem solving steps in the context of elementary mathematics
A semi-automatic computer-aided assessment approach for marking and providing feedback comments
The problem of assessing problem solving: can comparative judgement help?
Peer assessment without assessment criteria
Equality in the primary maths classroom
Measuring conceptual understanding: the case of fractions
Teaching the substitutive conception of the equals sign
High-stakes examinations to support policy: design, development and implementation
Use of multi-touch gestures for capturing solution steps in arithmetic word problems
Substitution and sameness: two components of a relational conception of the equals sign
A substituting meaning for the equals sign in arithmetic notating tasks
A logo-based task for arithmetical activity
Putting the learning back into e-learning
Connecting the equals sign
Three utilities for the equals sign
Storyboarding: a method for bootstrapping the design of computer-based educational tasks