Department of Education

Jenni Ingram

Associate Professor of Mathematics Education

College Affiliation: Linacre College

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

Funded Research Projects:

  • TALIS Video Study (PI)

  • 2018

    Department for Education, £385,670

  • Mindsets and Diversity: understanding and addressing attainment gaps amongst Oxford undergraduates in highly mathematical subjects (CI)

  • 2018-2020

    Oxford Diversity Fund, £9598

  • Pedagogic and organisational mediation of experience in schools (PI)

  • 2018-2020

    John Fell Fund, £7488

  • Developing Teacher-Student talk in the Secondary Mathematics Classroom (PI)

  • 2015-2017

    John Fell Fund, £7495

  • The linearization of GCSE examinations. A collaborative project between Oxford University Centre for Educational Assessment and Ofqual

  • 2015-2017

    Ofqual, £241,420

  • A Review of the Evidence on Written Marking (CI)

  • 2015-2016

    Educational Endowment Foundation, £33,541

  • Evaluation of the impact of Mathletics software on attainment in mathematics in primary schools in England (PI)

  • 2015

    £10,000

Doctoral Applications

Jenni welcomes doctoral applications from students interested in the following research areas:

  • Mathematics education, including the teaching and learning of probability and statistics or algebraic reasoning
  • Classroom interactions
  • Use of ethnomethodological approaches to studying teaching and learning interactions

Publications:

  • Featured Publications

    • Ingram, J, Andrews, N, Pitt, A (2019) “When students offer explanations without the teacher explicitly asking them to”, EDUCATIONAL STUDIES IN MATHEMATICS.
      DOI: http://doi.org/10.1007/s10649-018-9873-9

    • Ingram, J (2018) “Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions”, ZDM - Mathematics Education.
      DOI: http://doi.org/10.1007/s11858-018-0951-3

    • INGRAM, J, Watson, A (2018) “But are students communicating mathematically?”, For the Learning of Mathematics. FLM Publishing Association.

    • Ingram, J, Elliott, V, Morin, C, Randhawa, A, Brown, C (2018) “Playing the system: incentives to "game' and educational ethics in school examination entry policies in England”, OXFORD REVIEW OF EDUCATION.
      DOI: http://doi.org/10.1080/03054985.2018.1496906

    • 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.
      DOI: http://doi.org/10.1080/0305764X.2015.1009365

    • 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.

    • 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.
      DOI: http://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.
      DOI: http://doi.org/10.1080/14794802.2015.1098562

    • Ingram, J (2014) “Shifting attention”, For the Learning of Mathematics.

  • Books

    • Ingram, J, Elliott, V (2019) Research Methods for Classroom Discourse. Bloomsbury Academic.

  • 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, J (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, J (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, J, 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 “Wait time”, In: S Lerman (ed.) Encyclopaedia of Mathematics Education. Springer.

    • INGRAM, J “Discussion and Communication”, In: C Lee, R Ward-Penny (eds.) A practical guide to teaching mathematics in the secondary school. 2nd Edition. Abingdon, Oxfordshire: Routledge.

    • ANDREWS, N, Dasgupta, L, INGRAM, J “The pursuit of mathematical vocabulary”, In: N Planas, C Morgan, M Schuette (eds.) Classroom research on mathematics and language. Routledge.

    • INGRAM, J, BURN, K, Fiddaman, J, Penfold, C, Tope, C “The influence of and interactions between different contexts in the learning and development of mathematics teacher educators”, In: M Goos, K Beswick (eds.) The learning and development of mathematics teacher educators: International perspectives and challenges.. Cham: Springer.

  • Conference papers

    • INGRAM, J, ANDREWS, N (2019) “What it means to do mathematics: The discursive construction of identities in the mathematics classroom”, Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol 2).M Graven, H Venkat, A Essien, P Vale (eds.) . (University of Pretoria, South Africa) Pretoria, South Africa: PME. 2 392-399.

    • INGRAM, J, ANDREWS, N (2018) “Tensions and opportunities when working in a collaborative video group”, Proceedings of the British Society for Research into Learning Mathematics 38(2).

    • ANDREWS, N, INGRAM, J (2018) “Use and meaning: What students are doing with specialised vocabulary”, Proceedings of the Fourth ERME Topic Conference ‘Classroom-based research on mathematics and language’N Planas, M Schütte (eds.) . (Dresden, Germany)

    • Barwell, R, INGRAM, J, Prediger, S, Planas, N (2018) “Opportunities and challenges of classroom-based research on mathematics and language”, Proceedings of the Fourth ERME Topic Conference ‘Classroom-based research on mathematics and language’N Planas, M Schütte (eds.) . (Dresden, Germany)

    • Planas, N, Ingram, J, Ronning, F, Schuette, M (2017) “Introduction to the papers of TWG09: Mathematics and language”, PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10). 1231-1234.

    • Ingram, J, Andrews, N, Pitt, A (2017) “Revisiting the roles of interactional patterns in mathematics classroom interaction”, PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10). 1300-1307.

    • 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, J, Pitt, A (2015) “Constructing mathematical competence in interaction: Whose mathematics is it?”, PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9). 1407-1413.

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

    • INGRAM, J, ANDREWS, N Claims and demonstrations of understanding in whole class interactions. (Utrecht)

    • INGRAM, J, ANDREWS, N “Making choices when solving quadratic equations”, Proceedings of the British Society of Research into Learning MathematicsF Curtis (ed.) . (University of Brighton) 36(3)

    • INGRAM, J, ANDREWS, N, Pitt, A “Patterns of interaction that encourage student explanations in mathematics lessons”, Proceedings of the British Society for Research into Learning MathematicsG Adams (ed.) . (Manchester Metropolitan University, Manchester) 36(1)

    • ANDREWS, N, INGRAM, J, Pitt, A “The role of pauses in developing student explanations in mathematics lessons: Charlie's journey”, Proceedings of the British Society for Research in Learning MathematicsG Adams (ed.) . (Manchester Metropolitan University, Manchester) 36(1)

    • INGRAM, J, ANDREWS, N, Pitt, A Talk in mathematics: Teachers collaboratively working on developing students' mathematical language use in lessons.

    • ANDREWS, N, INGRAM, J, Pitt, A Using self-video analysis to promote teacher growth.

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

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

    • INGRAM, J, 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, J, 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, J “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, J The assessment of mathematics student teachers. (Newport, Wales)

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

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

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

    • INGRAM, J, 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)

    • Planas, N, Farrugia, MT, INGRAM, J, Schuette, M Transforming language-sensitive mathematics education research into papers and posters.

  • Journal articles

    • Ingram, J, Andrews, N, Pitt, A (2019) “When students offer explanations without the teacher explicitly asking them to”, EDUCATIONAL STUDIES IN MATHEMATICS. 101(1) 51-66.
      DOI: http://doi.org/10.1007/s10649-018-9873-9

    • INGRAM, J, Watson, A (2018) “But are students communicating mathematically?”, For the Learning of Mathematics.

    • Ingram, J (2018) “Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions”, ZDM - Mathematics Education. 50(6) 1065-1075.
      DOI: http://doi.org/10.1007/s11858-018-0951-3

    • Ingram, J, Elliott, V, Morin, C, Randhawa, A, Brown, C (2018) “Playing the system: incentives to "game' and educational ethics in school examination entry policies in England”, OXFORD REVIEW OF EDUCATION. 44(5) 545-562.
      DOI: http://doi.org/10.1080/03054985.2018.1496906

    • 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://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://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://doi.org/10.1080/14794802.2015.1098562

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

    • Ingram, J (2014) “Shifting attention”, For the Learning of Mathematics. 34(3) 19-24.

    • 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://doi.org/10.1080/02619768.2013.801074

    • 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://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://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://doi.org/10.1080/13664530903043939

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

    • INGRAM, J, Riser, PA “Experiences of problem solving in whole class interactions”, Avances de Investigación en Educación Matemática.

  • Internet publication

    • INGRAM, J, SAMMONS, P, LINDORFF, A (2018) Observing effective mathematics teaching: a review of the literature. Education Development Trust.

    • INGRAM, J (2016) Talk in Maths.

  • Reports

    • BAIRD, J-A, Caro, D, ELLIOTT, V, EL MASRI, Y, INGRAM, J, RANDHAWA, A, Isaacs, T, Stobart, G, Meadows, M, Morin, C, Pinot de Moira, A, Taylor, R (2019) Examination reform: Impact of linear and modular examinations at GCSE.

    • 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, J (2009) Engagement and ICT: A study supported by a small grant from Becta.

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