Associate Professor Naomi Ingram, Our People, College of Education

Naomi Ingram IMG_2468 Associate Professor
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 an Associate Professor at the University of Otago, College of Education, where she serves as the Associate Dean of Initial Teacher Education. Her work focuses on secondary mathematics education and curriculum, driven by a deep passion for understanding how individuals form and develop their relationships with mathematics over time.

In 2024, Naomi was honoured with a University of Otago Teaching Award, adding to her recognition as a past recipient of the Teacher Education Forum of Aotearoa New Zealand's Emerging Teacher Educator Award. Her background is secondary school mathematics teaching in both New Zealand and the Sultanate of Oman, experiences that continue to shape her approach to teacher education.

Naomi's professional identity is grounded by her ongoing engagement with the teaching community through research, teacher certification, and the education of preservice teachers. She maintains active connections with mathematics associations across New Zealand and contributes as a Bevan Werry Speaker for the New Zealand Association of Mathematics Teachers.

Research and teaching areas

Mathematics education pedagogy and curriculum
The dynamics of affect, identity, and engagement in mathematics learning
The role of parents in mathematics education
The integration of technology in teaching and learning mathematics

Publications

O'Connor, B. R., Marshman, M., Ingram, N., & Grootenboer, P. (2024). Research in the affective domain in mathematics education. In C. Mesiti, W. T. Seah, B. Kaur, C. Pearn, A. Jones, S. Cameron, … K. Copping (Eds.), Research in mathematics education in Australasia 2020–2023. (pp. 213-239). Singapore: Springer Nature. doi: 10.1007/978-981-97-1964-8_10 Chapter in Book - Research

Ingram, N., & Wells, T. (2024). Riding the wave of COVID-19: The afterMATH. Proceedings of the 46th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA): Surfing the waves of mathematics education. (pp. 287-294). Retrieved from https://merga.net.au/ Conference Contribution - Published proceedings: Full paper

Hunter, J., Ingram, N., Leach, G., Trinick, T., & Chin, S. L. (2024). Aotearoa New Zealand mathematics education research and curriculum development. In T. Evans, O. Marmur, J. Hunter, G. Leach & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (PME47): Rethinking Mathematics Education Together (Vol. 1). (pp. 62). Auckland, New Zealand: PME. Retrieved from https://www.igpme.org/publications/current-proceedings/ Conference Contribution - Published proceedings: Abstract

van Beusekom, L., & Ingram, N. (2024). Perspectives of secondary school mathematics teachers on the implications of streaming. New Zealand Journal of Educational Studies. Advance online publication. doi: 10.1007/s40841-024-00329-3 Journal - Research Article

Berg, D. A. G., Ingram, N., Asil, M., Ward, J., & Smith, J. K. (2024). Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools. Journal of Mathematics Teacher Education. Advance online publication. doi: 10.1007/s10857-024-09623-9 Journal - Research Article

2024

Chapter in Book - Research

Journal - Research Article

Conference Contribution - Published proceedings: Full paper

Conference Contribution - Published proceedings: Abstract

2023

Journal - Research Article

Murphy, S., & Ingram, N. (2023). A scoping review of research into mathematics classroom practices and affect. Teaching & Teacher Education, 132, 104235. doi: 10.1016/j.tate.2023.104235

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, 2(1), 42-63. doi: 10.1177/27527263231163276

Working Paper; Discussion Paper; Technical Report

Averill, R., & Ingram, N. (2023). Engaging and effective teaching and learning in secondary school mathematics and statistics. (pp. 1-8). The Education Hub. Retrieved from https://theeducationhub.org.nz/engaging-and-effective-teaching-and-learning-in-secondary-school-mathematics-and-statistics/

2022

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

Conference Contribution - Published proceedings: Full paper

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

2021

Conference Contribution - Published proceedings: Abstract

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 - Verbal presentation and other Conference outputs

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

2020

Chapter in Book - Research

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

Journal - Research Article

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

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

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].

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

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 Teacher Education Forum of Aotearoa New Zealand - Te Rauika Titohu Kaiako o Aotearoa (TEFANZ) Research Hui, [Online].

2019

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

2018

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

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.

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

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

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

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

2017

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: 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

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.

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

2016

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

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

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]

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]

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: 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

Linsell, C., Ingram, N., Anakin, M., & Knowles, A. (2016). Pre-service teachers’ numeracy. Proceedings of the Teacher Education Forum of Aotearoa New Zealand - Te Rauika Titohu Kaiako o Aotearoa (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/

2015

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.

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: 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

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]

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].

2014

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]

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: 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/

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., & 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.

Other Research Output

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

2013

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 - 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. (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 - Verbal presentation and other Conference outputs

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. (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.

Other Research Output

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, September). Students' feelings and engagement in mathematics. Nelson/Malborough Mathematics Association Workshop, Nelson, New Zealand. [Research Presentation].

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

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

2012

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 - Verbal presentation and other Conference outputs

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. (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.

Other Research Output

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

2011

Conference Contribution - Verbal presentation and other Conference outputs

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.

Awarded Doctoral Degree

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

2009

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]

2008

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.

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

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: 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]

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

2007

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]

2006

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]

1995

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.