Department of Education

Associate Professor 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 Vice Principal 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 co-chairs the topic study groups or working groups for the International Congress on Mathematics Education (to be held in Shanghai 2020), the 10th Congress of the European Society for Research in Mathematics Education (Ireland, 2017) and the 11th Congress of the European Society for Research in Mathematics Education (to be led in Utrecht, 2019). She was on the International Programme Committee and organising committee of the Fourth ERME Topic Group Conference on Classroom-based research on mathematics and language (Dresden, 2019). She is currently on the International Programme Committee of the Mathematics teaching practices and design principles for fostering students’ languages for learning mathematics conference (to be held in Dortmund, Germany 2019).

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 (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, 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

    • 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

    • 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.

    • 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

    • 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.

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

    • 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.

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

  • 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.

    • 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 (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.

    • 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.

    • 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.

    • Ingram, J, Andrews, N, Pitt, A, Rudd, J “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 “Wait time”, In: S Lerman (ed.) Encyclopaedia of Mathematics Education. Springer.

  • Conference papers

    • 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)

    • INGRAM, J, ANDREWS, N (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)

    • 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).

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

    • 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)

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

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

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

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

    • 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, 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, 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, Johnston-Wilder, P “Simon says: Direction in dialogue”, Proceedings of the British Society for Research into Learning Mathematics. (Loughborough) 29(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 Using self-video analysis to promote teacher growth.

    • INGRAM, J, ANDREWS, N, Pitt, A “Talk in mathematics: teachers collaboratively working on developing students' mathematical language use in lessons”, Research Proceedings of the 9th British Congress on Mathematics EducatonJ Golding, N Bretscher, C Crisan, E Geraniou, J Hodgen, C Morgan (eds.) . (University of Warwick, UK) www.bsrlm.org.uk/bcme-9.

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

    • INGRAM, J, ANDREWS, N, Pitt, A Revisiting the roles of interactional patterns in mathematics classroom interaction.

    • Planas, N, INGRAM, J, Frode, R, Schuette, M Introduction to the papers of TWG09: Mathematics and language.

    • INGRAM, J, Pitt, A “Constructing mathematical competence in interaction: Whose mathematics is it?”, Proceedings of the Ninth Congress of the European Society for Research in Mathematics EducationK Krainer, N Vondrova (eds.) . (Prague, Czech Republic) Charles University in Prague, Faculty of Education and ERME.

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

  • Journal articles

    • 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

    • 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, 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

    • 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) “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

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

    • 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, 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, 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

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

    • 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.

  • Internet publication

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

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