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 Secondary Programme Coordinator and teaches and researches in primary and 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, educating pre-service teachers and professional development are important aspects of her identity. She was in direct contact with mathematics associations throughout New Zealand in her work as the Bevan Werry speaker for the New Zealand Mathematics Association.

## Teaching Areas

- Primary Curriculum Mathematics
- 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., 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

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

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

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

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

### Other Research Output

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. (2015, May). *Helping students to thrive mathematically*. Research
Seminar series, Department of Mathematics & Statistics, 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' feelings and engagement in mathematics*.
Nelson/Malborough Mathematics Association Workshop, Nelson, New Zealand. [Research
Presentation].

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

### 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

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.

### 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

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

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.

### Journal - Professional & Other Non-Research Articles

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

### 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

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]

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]

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.),

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]

### 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

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

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/

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

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

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]

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]

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. (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]

### 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.

### 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.

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

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

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

Ingram, N. (2013, December). *Maths is brussels sprouts: Good for me but YUCK [Plenary]*.
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). *Mathematical journeys*. Plenary presentation at the
New Zealand Association of Mathematics Teachers Conference, Dunedin, New Zealand.