Iannone, P., Marasingha, G. and Thoma, A. (2025) Teaching Mathematics with Lean: Interactive Theorem Provers in the Classroom. Notices of the American Mathematical Society, 72(7), 740-747. available at https://www.ams.org/journals/notices/202507/202507FullIssue-optimized.pdf?adat=August%202025&trk=&cat=none&type=.pdf 

Kinnear, G., Iannone, P. and Davies, B. (2024) Students’ approaches to generating mathematical examples: com- paring e-assessment and paper-based tasks. Educational Studies in Mathematics.  https://doi.org/10.1007/ s10649-024-10361-1 

Moons, F, Iannone, P. and Vandervieren,  E. (2024) Checkbox grading of handwritten mathematics exams with multiple assessors: how do students react to the resulting atomic feedback? A mixed-method study. ZDM. https://doi.org/10.1007/s11858-024-01550-6 

Iannone P. and Vondrova, N. (2023) The novelty effect on assessment interventions: a qualitative replication study of oral performance assessment in undergraduate mathematics. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-023-10368-9 

Iannone, P. and Thoma, A. (2023)  Interactive theorem provers for university mathematics: an exploratory study of students’ perceptions. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2023.2178981

Di Martino P., Gregorio F. and Iannone, P. (2022) The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-022-10194-w

Di Martino P., Gregorio F. and Iannone, P. (2022) The transition from school to university mathematics in different contexts: affective and sociocultural issues in students’ crisis. Educational Studies in Mathematics.https://doi.org/10.1007/s10649-022-10179-9

Kinnear G., Jones I., Sangwin C., Alarfaj M., Davies B., Fearn S., Foster C., Heck A., Henderson K, Hunt T., Iannone P., Kontorovich I., Larson N., Lowe T., Meyer J., O’Shea A., Rowlett, P., Sikurajapathi I and Wong T. (2022) A collaboratively-derived research agenda for e-assessment in university mathematics. The International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-022-00189-6

Iannone, P. and Simpson, A. (2022) How we assess mathematics degrees: the summative assessment diet a decade on. Teaching Mathematics and its Applications: An International Journal of the IMA, 41(1), 22–31. https://doi.org/10.1093/teamat/hrab007 

Thoma, A. and Iannone, P. (2021) Learning about proof with the theorem prover LEAN: The abundant numbers task, International Journal of Research in Undergraduate Mathematics Education. 1-30.  https://doi.org/10.1007/s40753-021-00140-1 

Iannone, P., Czichowsky, C. and Ruf, J. (2020) The impact of high stakes oral performance assessment on students’ approaches to learning: a case study. Educational Studies in Mathematics. 103, 313–337. https://doi.org/10.1007/s10649-020-09937-4 

Iannone, P. and Simpson, A. (2019) The relation between mathematics students' discipline-based epistemological beliefs and their summative assessment preferences. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-019-00086-5.

Iannone, P. and Miller, D. (2019) Guided notes for university mathematics and their impact on students’ note taking behaviour. Educational Studies in Mathematics. 3, 387–404. https://doi.org/10.1007/s10649-018-9872-x 

O'Brien, B. and Iannone, P. (2017) Students'  experiences of teaching at secondary school and university: sharing responsibility for classroom engagement.  Journal of Further and Higher Education. doi.org/10.1080/0309877X.2017.1332352

Iannone, P. and Simpson, A. (2016) 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

Iannone, P. and Simpson, A. (2015). Students'  preferences in undergraduate mathematics assessment. Studies in Higher Education. 40(6), 1046–1067. https://doi.org/10.1080/03075079.2013.858683 

Iannone, P. and Simpson, A. (2015) Mathematics lecturers' views of examinations: Tensions and possible resolutions.Teaching Mathematics and its Applications. 34, 71- 82. doi: 10.1093/teamat/hru024 . 

Iannone, P. and Simpson, A. (2015) Students'  views of oral performance Assessment in mathematics:  Straddling 'assessment of'  and ' assessment for'  learning divide .Assessment and Evaluation in Higher Education. 40, 971-987.  https://doi.org/10.1080/02602938.2014.961124 

Camina, M. and Iannone, P. (2014).Housing mix, school mix: barriers to success. Journal of Education Policy. 29(1),19-43. https://doi.org/10.1080/02680939.2013.783933 

Iannone, P. and Simpson, A. (2013). Students' perceptions of assessment in undergraduate mathematics. Research in Mathematics Education. 15(1) 17-32. https://doi.org/10.1080/14794802.2012.756634

Iannone, P. and Simpson, A. (2012) Oral Assessment in mathematics: implementation and outcomes. Teaching Mathematics and its Applications. 31(4), 179-190. https://doi: 10.1093/teamat/hrs012 .

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. https://doi.org/10.1093/teamat/hrr017

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. https://doi.org/10.1007/s10649-011-9299-0 

Iannone P. and Cockburn A.D. (2008) 'If you can count to ten you can count to infinityreally' . Fostering conceptual mathematical thinking in the first year of primary school. Research in Mathematics Education, 10(1) 37-51. https://doi.org/10.1080/14794800801915897

Iannone P. and Nardi E. (2005) On the pedagogical insight of mathematicians: interaction and transition from the concrete to the abstract, Journal of Mathematical Behavior, 24, 191-215. https://doi.org/10.1016/j.jmathb.2005.03.005