Research

Dr Iannone’s research interest is the teaching and learning mathematics at undergraduate level. Other interests include conceptual understanding in the primary classroom and uptake of mathematics studies at post-compulsory level.  Current areas of involvement are:

• Undergraduate students’ and lecturers’ perceptions of validity and value of forms of assessment (with Adrian Simpson)
• Generating examples as a teaching strategy at undergraduate level (with Matthew Inglis, Pablo Mejia Ramos, Adrian Simpson and Keith Weber)
• Lecturing mathematics at university level (with Irene Biza, M Ioannou and Elena Nardi)
   

Recent Research Projects

• 2011-12 MU-MAP – Mapping University Mathematics Assessment Practices, Principal Investigator, with A Simpson (Durham University) supported by the MSOR Network through the Mathematical Sciences HE Curriculum Innovation Project, part of the National HE STEM Programme.
• 2010-11 Validity and value of forms of assessment in mathematics at university level, Principal Investigator, with A Simpson (Durham University) Funded by the Maths, Stats & OR (MSOR) Network. (completed)
• 2008-09 Establishing the effectiveness of learner generated examples as a teaching strategy, Principal Investigator, with M Inglis (University of Loughborough) and J Siemons (University of East Anglia), Funded by the Maths, Stats & OR (MSOR) Network. (completed)

• 2006: Research Associate, project funded by the Higher Education Academy (Mathematics and Teaching Support Network) ’Transforming theory into practice: A guide for teaching Proof to mathematics undergraduates grounded on the co-ordinated perspectives and recommendations of mathematicians and researchers in mathematics education’. Project director: Elena Nardi. (completed)

• 2006: Research Associate on the Teaching Fellowship Promoting mathematics as a field of study: events and activities for the sixth-form pupils visiting UEA’ s Further Mathematics Centre awarded to the School of Education, University of East Anglia. (completed)

• 2004-2005: Research Associate, ESRC funded project: ’Understanding the primary mathematics classroom Part 2’ Project director: A Cockburn. (completed)

Publications

Journal papers

Iannone, P. and Simpson, A.:(2011). The summative assessment diet: how we assess in mathematics degrees. Teaching Mathematics and its Applications, 30(4), 186-196.

Iannone, P., Inglis M., Mejia-Ramos, P., Simpson, A. and Weber, K.:(2011) Does generating examples aid proof production? Educational Studies in Mathematics, 77(1), 1-14.

Iannone P. and Cockburn A.D.: (2008) “If you can count to 10 you can count to infinity really” ‘Fostering conceptual thinking in the first year of primary school’ ‘Research in Mathematics Education Journal, 10(1) 37-51.

Iannone P. and Nardi E.: (2005),On the pedagogical insight of mathematicians: interaction and transition from the concrete to the abstract, Journal of Mathematical Behaviour 24, 191-215.

Refereed Conference Papers:

Iannone, P. and Simpson, A.:(2011) Assessment preferences in university mathematics. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. Ankara.

Iannone, P. and Inglis, M.:(in press) Undergraduate students’ use of deductive arguments to solve “prove that…” tasks. Proceedings of the 7th of the European Society for Research in Mathematics Education.

Mohd F N L A and Iannone P.: (2010) Analysis of classroom interaction from the combined view of self-regulating strategies and discourse analysis: what can we learn? Proceedings of the 7th British Congress in Mathematics Education, 1-8. 

Iannone, P. and Inglis M.: (2010), Self efficacy and mathematical proof: are undergraduate students good at assessing their own proof production ability? Proceedings of the 13th Annual Conference on Research in Undergraduate Mathematics Education. Raleigh, North Carolina, US.

Iannone P., Inglis, M., Mejia-Ramos J., Siemons J. and Weber K.: (2009) How do undergraduate students generate examples of mathematical concepts? Proceedings of the 33th Annual Conference of the International Group for Psychology in Mathematics Education, Thessaloniki, Greece, (3) 217-224.

Iannone P.: (2009) Concept usage in proof production: mathematicians' perspectives, Proceedings of the International Commission on Mathematics Education, ICMI Study 19, Taiwan, 1, 220-225

Nardi E., Biza I. and Iannone P.: (2008) Beyond the 'formalistic nonsense': the impact of symbols and prior images on students' sense-making of formal definitions, Proceedings of the 11th Congress in Mathematics Education, Mexico.

Iannone P. and Nardi E.: (2008) The interplay between syntactic and semantic knowledge in proof production: Mathematicians’ perspectives, Proceedings of the 5th Conference on European Research in Mathematics Education, Larnaca, Cyprus, 14, 2300-2309

Nardi E. and Iannone P.: (2006) To appear and to be: acquiring the genre speech of university mathematics, Proceedings of the 4th Conference on European Research in Mathematics Education, Sant Feliu de Guixols, Spain, 14, 1800-1810,

Iannone P. and Cockburn A.D.: (2006), Fostering conceptual mathematical thinking in the early years: a case study Proceedings of the 30th Annual Conference of the International Group for Psychology in Mathematics Education, Prague, Czech Republic, 3, 329-336.

Iannone P. and Nardi E.: (2005) Counterexamples: is one as good as many? Proceedings of the 4th Mediterranean Conference in Mathematics Education, Palermo, Italy, 2, 379-388.

Cockburn A. D. and Iannone P.: (2005), Understanding the primary mathematics classroom, Proceedings of the 6th British Congress in Mathematics Education, 49-56.

Iannone P. and Nardi E.: (2005), Interaction and transition from the concrete to the abstract: on the pedagogical insight of mathematicians, Proceedings of the 6th British Congress in Mathematics Education, 73-80.

Nardi E. and Iannone P.: (2003) On the fragile, yet crucial relationship between mathematicians and researchers in mathematics education. Proceedings of the 28th Annual Conference of the International Group for Psychology in Mathematics Education, Bergen, Norway 3, 401-408.

Nardi E. and Iannone P.: (2003), Mathematicians on concept image construction: Single ’landscape’ vs ’your own tailor-made brain version, Proceedings of the 27th Annual Conference of the International Group for Psychology in Mathematics Education, 13-18 July 2003, Honolulu, USA. Volume III, 365-372.

Nardi E. and Iannone P.: (2003), The rough journey towards a consistent mathematical proof: the P(n) → P(n + 1) step in mathematical induction, Proceedings of the 3rd Mediterranean Conference on Mathematics Education, 621-628. 3-5 January 2003, Athens, Greece.

Iannone, P. and Nardi, E.: (2002) A group as a ’Special Set’ ? Implications of ignoring the role of the binary operation in the definition of a group , Proceedings of the 26-th Annual Conference of the International Group for Psychology in Mathematics Education, (3), 121-128, Norwich, United Kingdom.

Nardi, E. and Iannone, P.: (2001), The unnecessary war between rigor and intuition in the learning of advanced mathematics, Proceedings of the 5th Annual Panhellenic Congress on Mathematics Education, 295-301, Thessaloniki, Greece.

Nardi, E. and Iannone, P.:(2001), On convergence of a series: The unbearable inconclusiveness of the limit-comparison test, Proceedings of the 25-th Annual Conference of the International Group for Psychology in Mathematics Education, (3), 399-406, Utrecht, Netherlands.

Iannone, P. and Nardi, E.: (2001), On the ‘tail’ of a sequence, the universal quantifier and the formal definition of convergence, Proceedings of the 5th Bi-annual Congress on Mathematics Education, 5-7 July 2001, 147-157, Keele University.

Book Chapters

Millman R., Iannone P. and Johnston-Wilder, P.: (2008), Educators and the teaching training context,
in Loewenberg Ball D. and Ruhama E. (Eds) The professional education and development of teachers of mathematics, the 15th ICMI Study, Springer.

Non-refereed conference papers

Cockburn A. D. and Iannone P.: (2005), Primary Mathematics: teachers working with children low in confidence. Proceedings of the British Psychology Society Conference. 

Nardi E., Iannone P. and Cooker M.: (2003), Pre-eighteen students have lost something major: mathematicians on the impact of school mathematics on students’ skills, perceptions and attitudes. Proceedings of the Conference of the British Society of Research into the Learning of Mathematics. Birmingham University, 23(3), 37-42.

Sangwin C., Cooker M., Hamdan M., Iannone P. and Nardi E.: (2003), Mathematicians as educational co-researchers: report on work in progress, Proceedings of the UMTC 2003 Conference, Birmingham, 93-107.

Nardi, E. and Iannone, P.: (2002), Students, bicycles and the quirks of symbolic language in mathematical logic, Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics, 22 (2) 49-54, Bristol University.

Nardi, E. and Iannone, P.: (2000), Adjusting to the norms of mathematical writing: short stories from cipher to symbol, Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics, 20 (3), 55-60, Roehampton University.

Publications in Professional Journals

Iannone, P. and Simpson, A. (2012) How do we assess our students? A survey of current assessment practices in UK universities, MSOR Connections, 12(1), 7-10.

Iannone P.: (2006), Number tracks, number lines, number strips... are they all the same? Mathematics Teaching, 197, 9-12. 

Iannone P.: (2004), Did I tell you my Pythagoras’ horror story? Mathematics Teaching, 187, 13-16.

Other Publications & Reports

Ioannou M. and Iannone, P.:(2011) Students’ affective responses to the inability to visualise cosets, Research in Mathematics Education Journal, 13(1), 81-82.

Iannone P. and Nardi E.: (2007), PopCo, Book Review, International Newsletter for Women in Mathematics Education, 16(1), 

Nardi E. and Iannone P.: (2006), How To Prove It: a brief guide for teaching Proof to mathematics undergraduates. Commissioned by the Higher Education Academy (Mathematics, Statistics and Operational Research branch). ISBN 978-0-9539983-8-8.  Available at
http://mathstore.ac.uk/index.php?pid=77

Bills L., Cooker M., Huggins R., Iannone P. and Nardi E.: (2006), Promoting mathematics as a field of study: events and activities for the sixth-form pupils visiting UEAs Further Mathematics Centre (A UEA Teaching Fellowship Report). Based on work commissioned by the UEA Teaching Fellowship. ISBN 978-0-9539983-9-8.