Senior Lecturer

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

Naomi is a senior lecturer at the University of Otago, College of Education. She is passionate about exploring students’ relationships with mathematics and how these relationships change over students’ mathematical journeys. She is the Associate Dean of Initial Teacher Education and teaches and researches in secondary mathematics education and curriculum. In 2018, Naomi was the national recipient of the Teacher Education Forum of Aotearoa New Zealand’s Emerging Teacher Educator award. Prior to this role, she was a secondary school mathematics teacher in New Zealand and the Sultanate of Oman. Naomi’s teacher registration and continuing contact with the teaching community through research, and educating pre-service teachers are important aspects of her identity. She continues to be in direct contact with mathematics associations throughout New Zealand in her work as a Bevan Werry Speaker for the New Zealand Association of Mathematics Teachers.

## Teaching Areas

- Secondary Curriculum 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

## Publications

Ingram, N. (2021, March). *Growing mathematical learners*. Keynote presentation
at the Primary Mathematics Association Annual Seminar Day: Making Mathematical Connections,
Auckland, New Zealand.

Ingram, N., & Meaney, T. (2021). “My parents are pretty pleased with my maths”: Students’
navigation of identity stories about mathematics. *Research in Mathematics Education*.
Advance online publication. doi:
10.1080/14794802.2021.1938190

Murphy, S., & Ingram, N. (2021). A scoping review of research into mathematics classroom
practices and affect [Short communication]. In Y. H. Leong, B. Kaur, B. H. Choy,
J. B. W. Yeo & S. L. Chin (Eds.), *Proceedings of the 43rd Annual Conference of
the Mathematics Education Research Group of Australasia (MERGA).* (pp. 439). Adelaide,
Australia: Mathematics Education Research Group of Australasia (MERGA). Retrieved
from https://www.merga.net.au

Ingram, N. (2020, September). *Growing mathematics practitioners*. Verbal presentation
at the Cancelled Conference Conversations: A Virtual Symposium Series: Growing Mathematics
Teachers and Learners, [Online].

Ingram, N. (2020, September). *Growing mathematical teachers*. Keynote presentation
at the Southland/Otago Mathematics Online Symposium, [Online].

Ingram, N., Hatisaru, V., Grootenboer, P., & Beswick, K. (2020). Researching the affective
domain in mathematics education. In J. Way, C. Attard, J. Anderson, J. Bobis, H.
McMaster & K. Cartwright (Eds.), *Research in mathematics education in Australasia
2016-2019*. (pp. 147-175). Singapore: Springer. doi:
10.1007/978-981-15-4269-5_7

Chapter in Book - Research

Ingram, N., Pratt, K., & Williamson-Leadley, S. (2018). Using show and tell apps to
engage students in problem-solving in the mathematics classroom. In N. Calder, K.
Larkin & N. Sinclair (Eds.), *Using mobile technologies in the teaching and learning
of mathematics*. (pp. 301-316). Cham, Switzerland: Springer. doi:
10.1007/978-3-319-90179-4_17

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 Australasia
2012-2015*. (pp. 73-96). Singapore: Springer. doi:
10.1007/978-981-10-1419-2_5

Chapter in Book - Research

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.

Chapter in Book - Research

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.

Chapter in Book - Research

Ingram, N., & Meaney, T. (2021). “My parents are pretty pleased with my maths”: Students’
navigation of identity stories about mathematics. *Research in Mathematics Education*.
Advance online publication. doi:
10.1080/14794802.2021.1938190

Journal - Research Article

Ingram, N. (2020). Growing mathematical learners. *New Zealand Annual Review of
Education*, *26*, 190-196. doi:
10.26686/nzaroe.v26.7110

Journal - Research Article

Ingram, N., Holmes, M., Linsell, C., Livy, S., McCormick, M., & Sullivan, P. (2020).
Exploring an innovative approach to teaching mathematics through the use of challenging
tasks: A New Zealand perspective. *Mathematics Education Research Journal*,
*32*, 497-522. doi:
10.1007/s13394-019-00266-1

Journal - Research Article

Bartley, S. R., & Ingram, N. (2018). Parental modelling of mathematical affect: Self-efficacy
and emotional arousal. *Mathematics Education Research Journal*, *30*(3),
277-297. doi: 10.1007/s13394-017-0233-3

Journal - Research Article

Ingram, N., Linsell, C., & Offen, B. (2018). Growing mathematics teachers: Pre-service
primary teachers' relationships with mathematics. *Mathematics Teacher Education
& Development*, *20*(3), 41-60.

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

Journal - Research Article

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.

Journal - Research Article

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

Journal - Professional & Other Non-Research Articles

Benning, I., Linsell, C., & Ingram, N. (2018). Using technology in mathematics: Professional
development for teachers. In J. Hunter, L. Darragh & P. Perger (Eds.), *Proceedings
of the 41st Annual Conference of the Mathematics Education Research Group of Australasia
(MERGA): Making Waves, Opening Spaces.* (pp. 146-153). Adelaide, Australia: Mathematics
Education Research Group of Australasia (MERGA). Retrieved from https://www.merga.net.au

Conference Contribution - Published proceedings: Full paper

Holmes, M., Ingram, N., & Linsell, C. (2018). Using materials to support multiplicative
thinking. In J. Hunter, L. Darragh & P. Perger (Eds.), *Proceedings of the 41st
Annual Conference of the Mathematics Education Research Group of Australasia (MERGA):
Making Waves, Opening Spaces.* (pp. 76-79). Adelaide, Australia: Mathematics Education
Research Group of Australasia (MERGA). Retrieved from https://www.merga.net.au

Conference Contribution - Published proceedings: Full paper

Offen, B., & Ingram, N. (2018). Teachers' perspectives of tasks designed to promote
multiplicative thinking. In J. Hunter, L. Darragh & P. Perger (Eds.), *Proceedings
of the 41st Annual Conference of the Mathematics Education Research Group of Australasia
(MERGA): Making Waves, Opening Spaces.* (pp. 80-83). Adelaide, Australia: Mathematics
Education Research Group of Australasia (MERGA). Retrieved from https://www.merga.net.au

Conference Contribution - Published proceedings: Full paper

Ingram, N. (2017). We are still learning to integrate affect (and mathematics) into
our research [Keynote]. *Proceedings of the Mathematics Education Research Group
of Australasia (MERGA) Conference.* Retrieved from https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx

Conference Contribution - Published proceedings: 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]

Conference Contribution - Published proceedings: 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]

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]

Conference Contribution - Published proceedings: 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.),

Conference Contribution - Published proceedings: 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]

Conference Contribution - Published proceedings: 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]

Conference Contribution - Published proceedings: 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]

Conference Contribution - Published proceedings: 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

Conference Contribution - Published proceedings: Full paper

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]

Conference Contribution - Published proceedings: 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

Conference Contribution - Published proceedings: 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]

Conference Contribution - Published proceedings: Full paper

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]

Conference Contribution - Published proceedings: Full paper

Murphy, S., & Ingram, N. (2021). A scoping review of research into mathematics classroom
practices and affect [Short communication]. In Y. H. Leong, B. Kaur, B. H. Choy,
J. B. W. Yeo & S. L. Chin (Eds.), *Proceedings of the 43rd Annual Conference of
the Mathematics Education Research Group of Australasia (MERGA).* (pp. 439). Adelaide,
Australia: Mathematics Education Research Group of Australasia (MERGA). Retrieved
from https://www.merga.net.au

Conference Contribution - Published proceedings: Abstract

Ingram, N., Berg, D., Asil, M., & Smith, J. (2019). Teacher self-efficacy: Impact
on pedagogy. In G. Hine, S. Blackley & A. Cooke (Eds.), *Proceedings of the 42nd
Annual Conference of the Mathematics Education Research Group of Australasia (MERGA):
Mathematics Education Research: Impacting Practice.* (pp. 806). Adelaide, Australia:
Mathematics Education Research Group of Australasia (MERGA). Retrieved from https://www.merga.net.au

Conference Contribution - Published proceedings: Abstract

Ingram, N., Asil, M., & Berg, D. (2017). The impact of mathematics teaching efficacy
on teachers' pedagogical practices. *Proceedings of the European Association for
Research on Learning and Instruction (EARLI) Conference.* (pp. 291). Retrieved
from https://earli.org/earli-2017

Conference Contribution - Published proceedings: Abstract

Offen, B., & Ingram, N. (2017). Exploring mathematics pedagogy in collaborative teaching
environments. *Proceedings of the Mathematics Education Research Group of Australasia
(MERGA) Conference.* Retrieved from https://www.merga.net.au/node/38?year=2017

Conference Contribution - Published proceedings: Abstract

Ingram, N. (2016). Know when to hold: Teacher actions that help students to persist
when solving challenging mathematics tasks. *Proceedings of the Otago Mathematics
Association Conference.* Retrieved from http://www.oma.org.nz/resources.html

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/

Conference Contribution - Published proceedings: Abstract

Ingram, N. (2015). Cooperative learning in the context of trigonometry. *Proceedings
of the Otago Mathematics Association Conference.* Retrieved from http://www.oma.org.nz/resources.html

Conference Contribution - Published proceedings: Abstract

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]

Conference Contribution - Published proceedings: 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/

Conference Contribution - Published proceedings: Abstract

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]

Conference Contribution - Published proceedings: 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/

Conference Contribution - Published proceedings: Abstract

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]

Conference Contribution - Published proceedings: Abstract

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

Conference Contribution - Published proceedings: 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]

Conference Contribution - Published proceedings: Abstract

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.

Conference Contribution - Poster Presentation (not in published proceedings)

Ingram, N. (2021, March). *Growing mathematical learners*. Keynote presentation
at the Primary Mathematics Association Annual Seminar Day: Making Mathematical Connections,
Auckland, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Berg, D. A. G., Ingram, N., Asil, M., & Smith, J. K. (2020, November). *NMSSA,
teacher self-efficacy and effective practice in mathematics: Implications for ITE*.
Verbal presentation at the TEFANZ Research Hui (Teacher Education Forum of Aotearoa
New Zealand: Te Rauika Titohu Kaiako o Aotearoa), [Online].

Conference Contribution - Verbal presentation and other Conference outputs

Ingram, N. (2020, September). *Growing mathematical teachers*. Keynote presentation
at the Southland/Otago Mathematics Online Symposium, [Online].

Conference Contribution - Verbal presentation and other Conference outputs

Ingram, N. (2020, September). *Growing mathematics practitioners*. Verbal presentation
at the Cancelled Conference Conversations: A Virtual Symposium Series: Growing Mathematics
Teachers and Learners, [Online].

Conference Contribution - Verbal presentation and other Conference outputs

Ingram, N. (2017, October). *Growing students' relationships with mathematics*.
Keynote presentation at the Twelfth Annual Otago Primary Mathematics Symposium, Dunedin,
New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Ingram, N. (2017, October). *Using technology to solve problems*. Workshop
presentation at the Twelfth Annual Otago Primary Mathematics Symposium, Dunedin, New
Zealand.

Conference Contribution - Verbal presentation and other Conference outputs