All Outputs (4)

The Structure of Surveys and the Peril of Panels (2016)
Journal Article
Simpson, A. (2018). The Structure of Surveys and the Peril of Panels. Studies in Higher Education, 43(8), 1334-1347. https://doi.org/10.1080/03075079.2016.1252321

University league tables give the image that there is a single dimension along which institutions can be placed. Most derive rankings from an aggregate score of multiple items, which often include opinion responses which has the potential to introduc... Read More about The Structure of Surveys and the Peril of Panels.

Three concepts or one? Students' understanding of basic limit concepts (2016)
Journal Article
Fernández-Plaza, J., & Simpson, A. (2016). Three concepts or one? Students' understanding of basic limit concepts. Educational Studies in Mathematics, 93(3), 315-332. https://doi.org/10.1007/s10649-016-9707-6

In many mathematics curricula, the notion of limit is introduced three times: the limit of a sequence, the limit of a function at a point and the limit of a function at infinity. Despite the use of very similar symbols, few connections between these... Read More about Three concepts or one? Students' understanding of basic limit concepts.

Interactions between defining, explaining and classifying: The case of increasing and decreasing sequences (2016)
Journal Article
Alcock, L., & Simpson, A. (2017). Interactions between defining, explaining and classifying: The case of increasing and decreasing sequences. Educational Studies in Mathematics, 94(1), 5-19. https://doi.org/10.1007/s10649-016-9709-4

This paper describes a study in which we investigated relationships between defining mathematical concepts — increasing and decreasing infinite sequences — explaining their meanings and classifying consistently with formal definitions. We explored th... Read More about Interactions between defining, explaining and classifying: The case of increasing and decreasing sequences.

University students’ perceptions of summative assessment: the role of context (2016)
Journal Article
Iannone, P., & Simpson, A. (2017). University students’ perceptions of summative assessment: the role of context. Journal of Further and Higher Education, 41(6), 785-801. https://doi.org/10.1080/0309877x.2016.1177172

We report on a mixed-method study that compared students’ perceptions of summative assessment across two distinct disciplines – education and mathematics, at two research-intensive institutions in the UK. The disciplines chosen represent opposing pos... Read More about University students’ perceptions of summative assessment: the role of context.