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Dr Naomi Ingram

Naomi Ingram IMG_2468Lecturer
PhD (Maths Ed) (Otago), MSc (Hons), Dip Tchg, (Waikato), BCMS (Waikato)

Dunedin Campus
Tel 64 3 479 4284
Email naomi.ingram@otago.ac.nz

Biography

I am a lecturer and researcher in primary and secondary mathematics education at the University of Otago, College of Education. Prior to this, I was a secondary school mathematics teacher in New Zealand and the Sultanate of Oman. My teacher registration and my continuing contact with the teaching community through research, educating pre-service teachers and professional development are important aspects of my identity. I was in direct contact with mathematics associations throughout New Zealand in my work as the Bevan Werry speaker for the New Zealand mathematics association in 2011-2013. I am passionate about exploring students’ relationships with mathematics and how these relationships change over time to form their mathematical journeys.

Teaching Areas

  • Primary Curriculum Mathematics
  • Secondary Curriculum Mathematics
  • Essential Mathematics

Research Interests

  • Teaching and learning in mathematics education
  • Students’ relationships with mathematics
  • Affect and identity
  • Engagement in mathematics
  • Parents’ involvement in their children’s mathematics education
  • The use of technology in mathematics education

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Publications

Attard, C., Ingram, N., Forgasz, H., Leder, G., & Grootenboer, P. (2016). Mathematics education and the affective domain. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison & K. Fry (Eds.), Research in mathematics education in Australia 2012-2015. (pp. 73-96). Singapore: Springer. doi: 10.1007/978-981-10-1419-2_5

Ingram, N., Williamson-Leadley, S., & Pratt, K. (2016). Showing and telling: using tablet technology to engage students in mathematics. Mathematics Education Research Journal, 28(1), 123-147. doi: 10.1007/s13394-015-0162-y

Livy, S., Ingram, N., Holmes, M., Linsell, C., & Sullivan, P. (2016). A highly capable Year 6 student's response to a challenging mathematical task. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 665-668). Adelaide, Australia: MERGA. [Full Paper]

Linsell, C., Holmes, M., Ingram, N., Livy, S., & Sullivan, P. (2016). Perceptions of challenging tasks and achievement by New Zealand students. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 661-664). Adelaide, Australia: MERGA. [Full Paper]

Ingram, N., Linsell, C., Holmes, M., Livy, S., & Sullivan, P. (2016). Teacher actions that encourage students to persist in solving challenging mathematical tasks. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 657-660). Adelaide, Australia: MERGA. [Full Paper]

Chapter in Book - Research

Attard, C., Ingram, N., Forgasz, H., Leder, G., & Grootenboer, P. (2016). Mathematics education and the affective domain. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison & K. Fry (Eds.), Research in mathematics education in Australia 2012-2015. (pp. 73-96). Singapore: Springer. doi: 10.1007/978-981-10-1419-2_5

Ingram, N., Williamson-Leadley, S., Bedford, H., & Parker, K. (2015). Using show and tell tablet technology in mathematics. In R. Averill (Ed.), Mathematics and statistics in the middle years: Evidence and practice. (pp. 18-34). Wellington, New Zealand: NZCER Press.

Grootenboer, P., Lomas, G., & Ingram, N. (2008). The affective domain and mathematics education. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, W. T. Seah & P. Sullivan (Eds.), Research in mathematics education in Australia 2004-2007. (pp. 255-269). Rotterdam, The Netherlands: Sense.

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Journal - Research Article

Ingram, N., Williamson-Leadley, S., & Pratt, K. (2016). Showing and telling: using tablet technology to engage students in mathematics. Mathematics Education Research Journal, 28(1), 123-147. doi: 10.1007/s13394-015-0162-y

Williamson-Leadley, S., & Ingram, N. (2013). Show and tell: Using iPads for assessment in mathematics. Computers in New Zealand Schools, 25(1-3), 117-137.

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Journal - Professional & Other Non-Research Articles

Linsell, C., Offen, B., & Ingram, N. (2013). Maths vision doesn't add up. Otago Daily Times, (6 March).

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Conference Contribution - Published proceedings: Full paper

Livy, S., Ingram, N., Holmes, M., Linsell, C., & Sullivan, P. (2016). A highly capable Year 6 student's response to a challenging mathematical task. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 665-668). Adelaide, Australia: MERGA. [Full Paper]

Ingram, N., Linsell, C., Holmes, M., Livy, S., & Sullivan, P. (2016). Teacher actions that encourage students to persist in solving challenging mathematical tasks. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 657-660). Adelaide, Australia: MERGA. [Full Paper]

Linsell, C., Holmes, M., Ingram, N., Livy, S., & Sullivan, P. (2016). Perceptions of challenging tasks and achievement by New Zealand students. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 661-664). Adelaide, Australia: MERGA. [Full Paper]

Sullivan, P., Holmes, M., Ingram, N., Linsell, C., Livy, S., & McCormack, M. (2016). The intent and processes of a professional learning initiative seeking to foster discussion around innovative approaches to teaching. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 669-673). Adelaide, Australia: MERGA. [Full Paper]

Ingram, N. (2015). Students' relationships with mathematics: Affect and identity. In M. Marshman, V. Geiger & A. Bennison (Eds.), Proceedings of the 38th Mathematics Education Research Group of Australasia (MERGA): Mathematics in the Margins. (pp. 301-308). Sunshine Coast, Australia: MERGA. [Full Paper]

Ingram, N., & Linsell, C. (2014). Foundation content knowledge: Pre-service teachers' attainment and affect. In J. Anderson, M. Cavanagh & A. Prescott (Eds.), Proceedings of the 37th Mathematics Education Research Group of Australasia (MERGA) Annual Conference: Curriculum in Focus: Research Guided Practice. (pp. 718-721). Adelaide, Australia: MERGA. [Full Paper]

Linsell, C., & Ingram, N. (2014). Foundation content knowledge: Providing support for pre-service teachers. In J. Anderson, M. Cavanagh & A. Prescott (Eds.), Proceedings of the 37th Mathematics Education Research Group of Australasia (MERGA) Annual Conference: Curriculum in Focus: Research Guided Practice. (pp. 714-717). Adelaide, Australia: MERGA. [Full Paper]

Ingram, N. (2013). Mathematical engagement skills. In V. Steinle, L. Ball & C. Bardini (Eds.), Proceedings of the 36th Mathematics Education Research Group of Australasia (MERGA) Annual Conference: Mathematics Education: Yesterday, Today and Tomorrow. Melbourne, Australia: MERGA. Retrieved from http://www.merga.net.au/node/38?year=2013

Ingram, N. (2009). Engagement in the mathematics classroom. In M. Tzekaki, M. Kaldrimidou & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education: In Search for Theories in Mathematics Education (Vol. 3). (pp. 233-240). Thessaloniki, Greece: PME. [Full Paper]

Ingram, N. (2008). Who a student sits next to in maths: Tension between social and mathematical identities. In M. Goos, R. Brown & K. Makar (Eds.), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia: Navigating Currents and Charting Directions. MERGA: Adelaide, Australia. [Full Paper]

Ingram, N. (2008). The importance of length, breadth and depth when studying student's affective responses to mathematics through the lens of identity. Proceedings of the International Congress on Mathematical Education. Retrieved from http://tsg.icme11.org/tsg/show/31

Ingram, N. (2007). A story of a student fulfilling a role in the mathematics classroom. In J. Watson & K. Beswick (Eds.), Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia: Mathematics: Essential Research, Essential Practice (Vol. 1). (pp. 450-459). Adelaide, Australia: MERGA. [Full Paper]

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Conference Contribution - Published proceedings: Abstract

Linsell, C., Ingram, N., Anakin, M., & Knowles, A. (2016). Pre-service teachers’ numeracy. Proceedings of Teacher Education Forum of Aotearoa New Zealand (TEFANZ) Conference: How Best to Educate a Nation's Teachers? Debating Quality Teacher Education for Today and the Future. Retrieved from http://www.tefanz.org.nz/conferences/2016-conference/

Linsell, C., Ingram, N., & Anakin, M. (2015). Promoting the development of foundation content knowledge in all primary pre-service teachers. In M. Marshman, V. Geiger & A. Bennison (Eds.), Proceedings of the 38th Mathematics Education Research Group of Australasia (MERGA): Mathematics in the Margins. (pp. 686). Sunshine Coast, Australia: MERGA. [Abstract]

Anakin, M., Linsell, C., & Ingram, N. (2014). Exploring ways to build upon pre-service teachers' foundation content knowledge of mathematics. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/

Ingram, N., & Williamson-Leadley, S. (2014). Using iPads for assessment in the mathematics classroom. In J. Anderson, M. Cavanagh & A. Prescott (Eds.), Proceedings of the 37th Mathematics Education Research Group of Australasia (MERGA) Annual Conference: Curriculum in Focus: Research Guided Practice. (pp. 756). Adelaide, Australia: MERGA. [Abstract]

Ingram, N. (2012). Students' mathematical journeys. Proceedings of the Bay of Plenty Mathematical Association (BOPMA) Mathematics Conference: “It is all about the thinking!” Retrieved from http://www.bopma.org.nz/

Ingram, N. (2008). Affective issues in mathematics engagement. Proceedings of the International Congress on Mathematical Education. Retrieved from http://dg.icme11.org/

Grootenboer, P., & Ingram, N. (2008). MERGA: Including the X and Y in mathematics education research [Roundtable discussion]. In M. Goos, R. Brown & K. Makar (Eds.), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia: Navigating Currents and Charting Directions. MERGA: Adelaide, Australia. [Abstract]

Ingram, N. (2006). Understanding mathematics anxiety in a New Zealand secondary classroom. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia: Identities, Cultures and Learning Spaces (Vol. 2). (pp. 601). Adelaide, Australia: MERGA. [Abstract]

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Conference Contribution - Poster Presentation (not in published proceedings)

Williamson-Leadley, S., & Ingram, N. (2014, April). Using tablet technology for assessment. Poster session presented at the Society of Information Technology in Teacher Education (SITE) International Symposium: Future Focused Teacher Education, Christchurch, New Zealand.

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Conference Contribution - Verbal presentation and other Conference outputs

Williamson-Leadley, S., & Ingram, N. (2014, October). Using tablet technology for assessment. Verbal presentation at the Ulearn Conference, Rotorua, New Zealand.

Ingram, N. (2014, December). Using BYOD and devices in the mathematics classroom. Verbal presentation at the Otago Mathematics Association Conference, Dunedin, New Zealand.

Ingram, N. (2013, December). Maths is brussels sprouts: Good for me but YUCK. Verbal presentation at the Otago Mathematics Association Maths & Stats Day, Dunedin, New Zealand.

Ingram, N. (2013, September). Students’ relationships with mathematics. Verbal presentation at the Mathematics Education Research Symposium, Wellington, New Zealand.

Ingram, N. (2013, December). From brussels sprouts: Students' engagement in mathematics. Verbal presentation at the Otago Mathematics Association Maths & Stats Day, Dunedin, New Zealand.

Ingram, N. (2012, November). Students' mathematical journeys. Keynote presentation at the Bay of Plenty Mathematical Association (BOPMA) Mathematics Conference: “It is all about the thinking!” Tauranga, New Zealand.

Ingram, N. (2012, November). Student engagement. Workshop presentation at the Bay of Plenty Mathematical Association (BOPMA) Mathematics Conference: “It is all about the thinking!” Tauranga, New Zealand.

Ingram, N. (2011, July). Recommendations from research into students' mathematical journeys. Workshop presentation at the New Zealand Association of Mathematics Teachers Conference, Dunedin, New Zealand.

Ingram, N. (2011, July). Mathematics journeys. Plenary presentation at the New Zealand Association of Mathematics Teachers Conference, Dunedin, New Zealand.

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Other Research Output

Ingram, N. (2015, May). Helping students to thrive mathematically. Research Seminar series, Department of Mathematics & Statistics, University of Otago, Dunedin, New Zealand. [Department Seminar].

Linsell, C. Ingram, & Anakin, M. (2015, November). Undergraduate numeracy at Otago. Higher Education Development Centre Seminar Series, University of Otago, Dunedin, New Zealand. [Department Seminar].

Ingram, N. & Williamson-Leadley, S. (2014, March). Show and tell: Using iPads for assessment in mathematics. Otago Literacy Association, Dunedin, New Zealand. [Research Seminar].

Ingram, N. (2013, September). Students' relationships with mathematics: Affect and identity. Research Seminar Series, College of Education, University of Otago, Dunedin, New Zealand. [Research Seminar].

Ingram, N. (2013, September). Students' relationship with mathematics: Feelings and engagement. Canterbury Mathematics Association Workshop, Christchurch, New Zealand. [Invited Workshop].

Ingram, N. & Williamson-Leadley, S. (2013, October). Show and tell: Using iPads for assessment in mathematics. Research Seminar series, College of Education, University of Otago, Dunedin, New Zealand. [Department Seminar].

Ingram, N. (2013, 28 January). Mathematics: How to make maths make sense for kids. Radio New Zealand National, Nine to Noon. [Radio Broadcast].

Ingram, N. (2013, September). Students' feelings and engagement in mathematics. Nelson/Malborough Mathematics Association Workshop, Nelson, New Zealand. [Invited Workshop].

Ingram, N. (2012, November). Student engagement in the mathematics classroom. Manawatu Mathematics Teachers Association Workshop, Palmerston North, New Zealand. [Invited Talk].

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Awarded Doctoral Degree

Ingram, N. (2011). Affect and identity: The mathematical journeys of adolescents (PhD). University of Otago, Dunedin, New Zealand. 350p.

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Awarded Masters Degree

Ingram, N. (1995). Cooperative learning in mathematics: A case study in a statistics class (MSc). University of Waikato, Hamilton, New Zealand. 143p.

More publications...