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
Benning, I., Linsell, C., & Ingram, N. (2023). Examining the changes in mathematics teachers’ technology dispositions through GeoGebra-mediated professional development. Asian Journal for Mathematics Education. Advance online publication. doi: 10.1177/27527263231163276
Ingram, N., & Curtis, A. (2022). Using waiata in mathematics teaching: Te Whakamahia o te Waiata i roto i te Pākarau. In N. Fitzallen, C. Murphy, V. Hatisaru & N. Maher (Eds.), Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). (pp. 243-250). Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA). Retrieved from https://www.merga.net.au
Ingram, N., & Meaney, T. (2022). “My parents are pretty pleased with my maths”: Students’ navigation of identity stories about mathematics. Research in Mathematics Education, 24(1), 51-68. doi: 10.1080/14794802.2021.1938190
Ingram, N. (2021, March). Growing mathematical learners. Keynote presentation at the Primary Mathematics Association Annual Seminar Day: Making Mathematical Connections, Auckland, New Zealand.
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., 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
Benning, I., Linsell, C., & Ingram, N. (2023). Examining the changes in mathematics teachers’ technology dispositions through GeoGebra-mediated professional development. Asian Journal for Mathematics Education. Advance online publication. doi: 10.1177/27527263231163276
Journal - Research Article
Ingram, N., & Meaney, T. (2022). “My parents are pretty pleased with my maths”: Students’ navigation of identity stories about mathematics. Research in Mathematics Education, 24(1), 51-68. 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
Ingram, N., & Curtis, A. (2022). Using waiata in mathematics teaching: Te Whakamahia o te Waiata i roto i te Pākarau. In N. Fitzallen, C. Murphy, V. Hatisaru & N. Maher (Eds.), Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). (pp. 243-250). Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA). Retrieved from https://www.merga.net.au
Conference Contribution - Published proceedings: Full paper
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.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 669-673). Adelaide, Australia: MERGA. [Full Paper]
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
