Understanding mathematical conditionals: An educational perspective informed by philosophy, linguistics and psychology by Lara Alcock

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Interactions between teaching and research: developing pedagogical content knowledge for real analysis by Lara Alcock

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Tilting the classroom by Lara Alcock

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Mathematicians' perspectives on the teaching and learning of proof by Lara Alcock

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Teaching proof to undergraduates: semantic and syntactic approaches by Lara Alcock

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Counterexamples and refutations in undergraduate mathematics by Lara Alcock, Nina Attridge

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Refutations and reasoning in undergraduate mathematics by Lara Alcock, Nina Attridge

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Believability in mathematical conditionals: generating items for a conditional inference task by Lara Alcock, Ben Davies

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How do Introduction-to-Proof Textbooks Explain Conditionals and Implications? Supplementary Materials by Lara Alcock, Rentuya Sa

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How do introduction-to-proof textbooks explain conditionals and implications? by Lara Alcock, Rentuya Sa

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Line Number by Time fixation plots by Matthew Inglis, Lara Alcock

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Time versus line number fixation plots by Matthew Inglis, Lara Alcock

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Expert and novice approaches to reading mathematical proofs by Matthew Inglis, Lara Alcock

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Proof in advanced mathematics classes: semantic and syntactic reasoning in the representation system of proof by Keith Weber, Lara Alcock

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Skimming: a response to Weber and Mejia-Ramos by Matthew Inglis, Lara Alcock

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Visual considerations in the presentation of mathematical proofs by Lara Alcock, Matthew Inglis

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Peer assessment without assessment criteria by Ian Jones, Lara Alcock

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Interactions between defining, explaining and classifying: The case of increasing and decreasing sequences by Lara Alcock, Adrian Simpson

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Doctoral students’ use of examples in evaluating and proving conjectures by Lara Alcock, Matthew Inglis

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e-Proofs: design of a resource to support proof comprehension in mathematics by Lara Alcock, Nicola Wilkinson

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Representation systems and undergraduate proof production: a comment on Weber by Lara Alcock, Matthew Inglis

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Undergraduates’ example use in proof construction: purposes and effectiveness by Lara Alcock, Keith Weber

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Classification and concept consistency by Lara Alcock, Adrian Simpson

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Ideas from mathematics education: an introduction for mathematicians by Lara Alcock, Adrian Simpson

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Referential and syntactic approaches to proving: case studies from a transition-to-proof course by Lara Alcock, Keith Weber

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The role of definitions in example classification by Lara Alcock, Adrian Simpson

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Watching mathematicians read mathematics by Matthew Inglis, Lara Alcock

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Multimedia resources designed to support learning from written proofs: An eye-movement study by S. Roy, Matthew Inglis, Lara Alcock

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Using Rasch analysis to identify uncharacteristic responses to undergraduate assessments by Antony W. Edwards, Lara Alcock

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Comparative judgement, proof summaries and proof comprehension by Benjamin Davies, Lara Alcock, Ian Jones

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What do mathematicians mean by proof? A comparative-judgement study of students’ and mathematicians’ views by Benjamin Davies, Lara Alcock, Ian Jones

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The spatial contiguity principle in mathematics textbooks by Bethany Woollacott, Lara Alcock, Matthew Inglis

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Multimedia resources designed to support learning from written proofs: An eye-movement study. Supplementary Materials by Lara Alcock, Matthew Inglis, Somali Roy

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Reading Proofs for Validation and Comprehension: An Expert-Novice Eye-Movement Study: Data and Analysis by Anja Panse, Lara Alcock, Matthew Inglis

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Reading Proofs for Validation and Comprehension: An Expert-Novice Eye-Movement Study: Stimuli by Anja Panse, Lara Alcock, Matthew Inglis

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Comparative judgment and proof comprehension: supplementary material by Benjamin Davies, Lara Alcock, Ian Jones

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The instructor experience of fully online tertiary mathematics: a challenge and an opportunity by Sven Trenholm, Lara Alcock, Carol Robinson

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Self-explanation training improves proof comprehension by Mark Hodds, Lara Alcock, Matthew Inglis

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Guest editorial: Experimental methods in mathematics education by Lara Alcock, Camilla Gilmore, Matthew Inglis

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Independent study workbooks for proofs in group theory by Lara Alcock, Gavin Brown, Clare Dunning

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An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses by Sven Trenholm, Lara Alcock, Carol Robinson

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Reading proofs for validation and comprehension: An expert-novice eye-movement study by Anja Panse, Lara Alcock, Matthew Inglis

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Diagram construction and performance in advanced mathematics by Lara Alcock, Alun Owen, R. Allinson

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How do undergraduates read mathematical texts? An eye-movement study by Lara Alcock, Tom Kilbey, Matthew Inglis

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Mathematics lecturing in the digital age by Sven Trenholm, Lara Alcock, Carol Robinson

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Students' and mathematicians' written conceptions of proof by Benjamin Davies, Lara Alcock, Ian Jones

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Investigating and improving undergraduate proof comprehension by Lara Alcock, Mark Hodds, S. Roy, Matthew Inglis

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Achievement and Behaviour in Undergraduate Mathematics: Personality is a Better Predictor than Gender by Lara Alcock, Nina Attridge, Steven Kenny, Matthew Inglis

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Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender by Lara Alcock, Nina Attridge, Steven Kenny, Matthew Inglis

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The ability to reject invalid logical inferences predicts proof comprehension and mathematics performance by Lara Alcock, Toby Bailey, Matthew Inglis, Pamela Docherty

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