Iannone, P. and Thoma. A. (accepted) Interaction between theorem provers and students: 'I wonder what will happen if ...' to be presented at The 15th International Congress on Mathematical Education, Sidney, Australia.

Thoma, A. and Iannone, P. (in press) Students’ engagement with an Interactive Theorem Prover: considering the use of tactics. Presented In Thirteenth Congress of European Society for Research in Mathematics Education.

Kinnear, G., Iannone, P. and Davies. B (in press) Insights about functions from example-generation tasks: combining e-assessment and written responses. Presented In Thirteenth Congress of European Society for Research in Mathematics Education.

Thoma, A., Iannone, P., & Marasingha, G., (2023). Engaging with Lean Interactive Theorem Prover: Solving a Logic task. In H. Weigand, A. Donevska-Todorova, E. Faggiano, P. Iannone, J. Medová et al., (Eds) Proceedings of the Tenth ERME Topic Conference on Mathematics Education in Digital Age (MEDA), 284-287. https://hal.science/hal-03925304v1

Thoma, A., & Iannone, P. (2022a). Students' engagement with automated theorem provers: programming in pure mathematics. Presented In Twelfth Congress of European Society for Research in Mathematics Education.

Iannone, P., Rizza, D., and Thoma, A. (2018). Investigating  secondary  school  students' epistemologies  through a class activity concerning infinity. Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Umea, Sweden. (3) 131-139.

Thoma, A. and Iannone, P. (2016) Analysing university closed book examination usingtwo taxonomies: similarities and differences.9th Congress of European Research in Mathematics Education. 4-8 February 2014, Prague, Czech Republic. 2256-2262. 

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, Turkey (3) 49-57. 

Iannone, P. and Inglis, M. (2011) Undergraduate students' use of deductive arguments to solve 'prove that . . . ' tasks. Proceedings of the 7th Congress of the European Society for Research in Mathematics Education, 2012-2022. 

Abdullah M. F. N. L. 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 of Mathematics Education, Manchester, UK, 1, 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 ex- amples of mathematical concepts? Proceedings of the 33rd 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. 

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. (4), 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. 

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. Â