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

I am a senior 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

## Publications

Ingram, N., Holmes, M., Linsell, C., Livy, S., McCormick, M., & Sullivan, P. (2019).
Exploring an innovative approach to teaching mathematics through the use of challenging
tasks: A New Zealand perspective. *Mathematics Education Research Journal*.
Advance online publication. 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://www.merga.net.au/node/38?year=2017

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. [Invited
Workshop].

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

### 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. (2019).
Exploring an innovative approach to teaching mathematics through the use of challenging
tasks: A New Zealand perspective. *Mathematics Education Research Journal*.
Advance online publication. 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://www.merga.net.au/node/38?year=2017

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.