Dr Jenni Ingram

Jenni joined the department in 2013.

She studied mathematics at the University of Warwick before completing a PGCE in Secondary Mathematics.  She taught mathematics in comprehensive schools in the Coventry area. She completed her PhD in Mathematics Education at the University of Warwick.

Jenni would welcome informal contacts from prospective doctoral students interested in interaction in mathematics classrooms, formative assessment in mathematics or the use of technology with classes in mathematics.

Book chapters

  • Elliott, VF, Ingram, J (2016) “Using silence in classroom discussion”, In: M Giovanelli, D Clayton (eds.) Knowing about Language: Linguistics and the Secondary English Classroom. London: Routledge.

  • Ingram, JJ (2013) “Discussion and communication”, In: C Lee, S Johnston-Wilder, R Ward-Penny (eds.) A Practical Guide to Teaching Mathematics in the Secondary School. Abingdon: Routledge.

  • Ingram, JJ (2012) “Gender in education”, In: V Brooks, I Abbott, P Huddleston (eds.) Preparing To Teach In Secondary Schools: A Student Teacher's Guide To Professional Issues In Secondary Education. 3rd. Maidenhead: Open University Press.

  • Baldry, F, Ingram, JJ, Pitt, A (2012) “Numeracy across the curriculum”, In: V Brooks, I Abbott, P Huddleston (eds.) Preparing To Teach In Secondary Schools: A Student Teacher's Guide To Professional Issues In Secondary Education. Maidenhead: Open University Press.

  • Ingram, J, Andrews, N, Pitt, A “Developing talk in mathematics classrooms”, In: G Stylianides, A Childs (eds.) Classroom-based interventions across subject areas: Research to understand what works in education.

  • Ingram, J, Andrews, N, Pitt, A “Making student explanations relevant in whole class discussion”, In: J Moschkovich, D Wagner, A Bose, J Rodrigues, M Schütte (eds.) Language and Communication in Mathematics.

Conference papers

  • Ingram, J (2016) “Mathematics teacher knowledge-in-interaction: a discursive psychology approach”, Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics EducationC Csikos, A Rausch, J Szitanyi (eds.) . (Szeged, Hungary) International Group for the Psychology of Mathematics Education. 3 11-18.

  • Ingram, JJ Using video dilemmas to encourage reflection in mathematics student teachers. (University of Manchester, Manchester)

  • Ingram, JJ, Johnston-Wilder, P The role of Weblogs in supporting student teachers’ reflections during professional placement. (University of Manchester, Manchester)

  • Ingram, JJ, Briggs, M, Johnston-Wilder, P “Turn-taking in the mathematics classroom”, Proceedings of the Seventh Congress of the European Society for Research in Mathematics EducationM Pytlak, E Swoboda, T Rowland (eds.) . (Rzeszow, Poland)

  • Ingram, JJ, Baldry, F, Pitt, A The influence of how teachers interactionally manage mathematical mistakes on the mathematics that students experience. (Antalya, Turkey)

  • Ingram, JJ The potential of conversation analytic approaches in mathematics education research. (Faro, Portugal)

  • Ingram, JJ Assessing mathematics student teachers at master’s level: An alternative to essays. (University of Manchester, Manchester)

  • Ingram, JJ “Developing video vignettes for mathematics student teachers”, Research, Reflections and Innovations in Integrating ICT in EducationA Méndez-Vilas, M Solano, JA Mesa González, J Mesa González (eds.) . (Lisbon, Portugal) Badajoz, Spain: Formatex Research Centre. Vol 3 1301-1305.

  • Ingram, JJ, Briggs, M, Johnston-Wilder, P “Simon says: Direction in dialogue”, Proceedings of the British Society for Research into Learning Mathematics. (Loughborough) 29(3)

  • Ingram, JJ, Johnston-Wilder, P, Briggs, M “The affordances and constraints of turn taking in the secondary mathematics classroom”, Proceedings of the British Society for Research into Learning MathematicsM Joubert (ed.) . (Nottingham) 30(2)

  • Ingram, JJ, Briggs, M, Richards, K, Johnston-Wilder, P “The discursive construction of learning mathematics”, Proceedings of the British Society for Research into Learning MathematicsC Smith (ed.) . (Leeds) 31(2)

  • Ingram, JJ “The discursive construction of learning school mathematics”, Proceedings of the British Society for Research into Learning MathematicsG Adams (ed.) . (Southampton) 34(2) 37-42.

  • Ingram, JJ The assessment of mathematics student teachers. (Newport, Wales)

Journal articles

  • Akkoç, H, Bokhove, C, Redhead, E, Borthwick, A, Harcourt-Heath, M, Gülbağcı-Dede, H, Akkoç, H, Ingram, J, Andrews, N, Küchemann, D, Hodgen, J, Rogers, L, Pope, S, Sivadasan, S, Thouless, H, Mayorga, P, Gifford, S (2017) “Proceedings of the Day Conference of the British Society for Research into Learning Mathematics (BSRLM) held at the University of Brighton, Brighton, Saturday 12th November 2016”, Research in Mathematics Education. 1-4.
    DOI: http://dx.doi.org/10.1080/14794802.2017.1311802

  • Ingram, J, Elliott, V (2016) “A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours”, CAMBRIDGE JOURNAL OF EDUCATION. 46(1) 37-53.
    DOI: http://dx.doi.org/10.1080/0305764X.2015.1009365

  • Burn, K, Mutton, T, Thompson, I, Ingram, J, McNicholl, J, Firth, R (2016) “The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty”, JOURNAL OF EDUCATION FOR TEACHING. 42(4) 434-450.
    DOI: http://dx.doi.org/10.1080/02607476.2016.1215551

  • Ingram, J, Pitt, A, Baldry, F (2015) “Handling errors as they arise in whole-class interactions”, Research in Mathematics Education. 17(3) 183-197.
    DOI: http://dx.doi.org/10.1080/14794802.2015.1098562

  • Ingram, J (2014) “Supporting student teachers in developing and applying professional knowledge with videoed events”, European Journal of Teacher Education. 37(1) 51-62.
    DOI: http://dx.doi.org/10.1080/02619768.2013.801074

  • Ingram, J (2014) “Shifting attention”, For the Learning of Mathematics: an international journal of mathematics education. 34(3) 19-24.

  • Ingram, J, Elliott, V (2014) “Turn taking and 'wait time' in classroom interactions”, JOURNAL OF PRAGMATICS. 62 1-12.
    DOI: http://dx.doi.org/10.1016/j.pragma.2013.12.002

  • Hammond, M, Reynolds, L, Ingram, J (2011) “How and why do student teachers use ICT?”, Journal of Computer Assisted Learning. 27(3) 191-203.
    DOI: http://dx.doi.org/10.1111/j.1365-2729.2010.00389.x

  • Hammond, M, Crosson, S, Fragkouli, E, Ingram, J, Johnston‐Wilder, P, Johnston‐Wilder, S, Kingston, Y, Pope, M, Wray, D (2009) “Why do some student teachers make very good use of ICT? An exploratory case study”, Technology, Pedagogy and Education. 18(1) 59-73.
    DOI: http://dx.doi.org/10.1080/14759390802704097

  • Hammond, M, Fragkouli, E, Suandi, I, Crosson, S, Ingram, J, Johnston‐Wilder, P, Johnston‐Wilder, S, Kingston, Y, Pope, M, Wray, D (2009) “What happens as student teachers who made very good use of ICT during pre‐service training enter their first year of teaching?”, Teacher Development. 13(2) 93-106.
    DOI: http://dx.doi.org/10.1080/13664530903043939

  • Hammond, M, Reynolds, L, Ingram, JJ, Pope, M “How and why do trainee teachers use ICT?”, Journal of Computer Assisted Learning. 27(3) 191-203.

Internet publication

  • Ingram, JJ (2016) Talk in Maths.

Reports

  • Elliott, VF, Baird, J-A, Hopfenbeck, TN, Ingram, J, Thompson, I, Usher, N, Zantout, M, Richardson, J, Coleman, R (2016) A marked improvement? A review of the evidence on written marking. Education Endowment Foundation.

  • Hammond, M, Pope, M, Reynolds, L, Ingram, JJ (2009) Engagement and ICT: A study supported by a small grant from Becta.

Category

  • Department staff

College affiliation

  • Linacre College

Position

  • Associate Professor of Mathematics Education

Subject area

  • MSc Learning and Teaching
  • PGCE Mathematics

Research groups

  • Mathematics Education
  • Teacher Education and Professional Learning

Publications, books and other work