Home > People > Jenni Ingram

Jenni Ingram

Professor of Mathematics Education | Linacre College

jenni.ingram@education.ox.ac.uk

About me

Jenni is Professor of Mathematics Education. She is Deputy Chair of the Joint Mathematical Council, Executive Trustee and Treasurer for the International Group for the Psychology of Mathematics Education, and Chair of the European Society for Research in Mathematics Education Interaction, communication and Language in Mathematics Education thematic working group. She is a member of the Royal Society Advisor Committee on Mathematics Education 11-16 Expert Group and the Mathematical Observatory Research Expert Panel. She is also an Editor of Research in Mathematics Education, Guest Editor for The Mathematics Enthusiast, and member of the Editorial Boards for the Journal of Mathematical Behavior and the Journal for Mathematics Teacher Education.

Before coming to Oxford, Jenni held an academic post at the University of Warwick and taught mathematics in comprehensive secondary schools in England. She is a qualified mathematics teacher. Her first degree was in mathematics and her doctorate was in mathematics education. She is an award winning mathematics teacher educator as well as an internationally recognised researcher.

Jenni’s research interests are in interaction communication and language in mathematics classrooms as well as international large-scale assessments focusing on mathematics. Much of her research focuses on key mathematical concepts within the mathematics curriculum, such as mathematical equivalence, variables, functions, angles, probability and mathematical argumentation.

Collaborators

Programme for International Student Assessment (PISA) 2025 – Judith Hillier, Stuart Cadwallader, Jo-Anne Baird and Jamie Stiff

Developing Language-Responsive Mathematics Classrooms – Robert Ward-Penny, Elizabeth Kimber, Núria Planas, Jill Adler, Kirstin Erath

Programme for International Student Assessment (PISA) 2022 – Stuart Cadwallader, Jamie Stiff, Jo-Ann Baird

Capacity for Research Around Teacher Education (CRATE) – Trevor Mutton, Katharine Burn, Ann Childs, Liam Guilfoyle, Robert Klassen, Anay Nangalia, Josie Scammell

Research

Books

Puttick, S., Elliott, V., & Ingram, J. (2024). Knowledge: Keywords in Teacher Education (pp. 1-150).
Ingram, J. (2021). Patterns in mathematics classroom interaction a conversation analytic approach. Oxford University Press.

https://doi.org/10.1093/oso/9780198869313.001.0001 https://ora.ox.ac.uk/objects/uuid:74c44c61-c7b9-440b-bf43-f039801b1b78
Ingram, J., & Elliott, V. (2020). Research Methods for Classroom Discourse.

Book chapters

Puttick, S., Elliott, V., & Ingram, J. (2024). Subjects, Disciplines and Knowledge. In KNOWLEDGE (pp. 15-33).
Puttick, S., Elliott, V., & Ingram, J. (2024). Power and Knowledge. In KNOWLEDGE (pp. 69-87).
Puttick, S., Elliott, V., & Ingram, J. (2024). Knowledge, Skills, Information and Technology. In KNOWLEDGE (pp. 35-51).
Puttick, S., Elliott, V., & Ingram, J. (2024). Knowledge SERIES EDITOR’S FOREWORD. In KNOWLEDGE (p. VII - +).
Puttick, S., Elliott, V., & Ingram, J. (2024). Knowledge Introduction. In KNOWLEDGE (pp. 1-13).
Puttick, S., Elliott, V., & Ingram, J. (2024). Knowledge for All. In KNOWLEDGE (pp. 89-103).
Puttick, S., Elliott, V., & Ingram, J. (2024). Consequences for Practice. In KNOWLEDGE (pp. 105-119).
Puttick, S., Elliott, V., & Ingram, J. (2024). Teacher Knowledge. In KNOWLEDGE (pp. 53-67).
Ingram, J., & Coles, A. (2022). Researching teacher learning through self-video. In R. Tierney, F. Rizv, & K. Ercikan (Eds.), International Encyclopedia of Education (Fourth Edition) (pp. 120-126). Elsevier.

https://doi.org/10.1016/B978-0-12-818630-5.04018-5 https://ora.ox.ac.uk/objects/uuid:5aa2b76a-204b-4c6d-b0bc-a32f0890db3d
Ingram, J. (2022). Conversation analysis. In Perspectives in Contemporary STEM Education Research (pp. 101-109). Taylor & Francis.

https://doi.org/10.4324/9781003108122-12
Andrews, N., Ingram, J., & Dasgupta, L. (2022). THE USE OF VISUAL MODELS TO SUPPORT PRACTICAL THEORISING IN MATHEMATICS. In Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 129-142).

https://doi.org/10.4324/9781003183945-12
Ingram, J. (2021). List of Extracts. In Patterns in Mathematics Classroom Interaction (p. ix - xii). Oxford University Press (OUP).

https://doi.org/10.1093/oso/9780198869313.002.0006
Ingram, J., & Coles, A. (2021). Teacher learning through self-video. In International Encyclopedia of Education. Elsevier.
Ingram, J., Burn, K., Fiddaman, J., Penfold, C., & Tope, C. (2021). The Influence of and Interactions Between Different Contexts in the Learning and Development of Mathematics Teacher Educators. In The Learning and Development of Mathematics Teacher Educators (pp. 263-280). Springer Nature.

https://doi.org/10.1007/978-3-030-62408-8_14
Ingram, J., & Elliott, V. (2020). Conversation Analysis and Discursive Psychology. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 11-26).
Ingram, J., & Elliott, V. (2020). Corpus Linguistics and Other Quantitative Approaches. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 73-88).
Ingram, J., & Elliott, V. (2020). Data Collection. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 175-188).
Ingram, J., & Elliott, V. (2020). Research Methods for Classroom Discourse Introduction to Part Three. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 156-157).
Ingram, J., & Elliott, V. (2020). Critical Discourse Analysis. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 43-55).
Ingram, J., & Elliott, V. (2020). Research Methods for Classroom Discourse Conclusion. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 203-204).
Ingram, J., & Elliott, V. (2020). Research Methods for Classroom Discourse Introduction. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 1-5).
Ingram, J., & Elliott, V. (2020). Research Methods for Classroom Discourse Introduction to Part One. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 8-9).
Ingram, J., & Elliott, V. (2020). Researching Identity through Classroom Discourse. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 93-107).
Ingram, J., & Elliott, V. (2020). Research Methods for Classroom Discourse Introduction to Part Two. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 90-91).
Ingram, J., & Elliott, V. (2020). Positioning Theory and Figured Worlds. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 27-42).
Ingram, J., & Elliott, V. (2020). Knowledge and Knowing. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 123-138).
Ingram, J., & Elliott, V. (2020). Ethics. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 159-174).
Ingram, J., & Elliott, V. (2020). Transcription Decisions. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 189-202).
Ingram, J., & Elliott, V. (2020). Sociolinguistics. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 57-72).
Ingram, J., & Elliott, V. (2020). Researching Multilingual Classrooms. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 109-122).
Ingram, J., & Elliott, V. (2020). Written Texts. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 139-154).
Ingram, J. (2020). Wait Time. In Encyclopedia of Mathematics Education (pp. 905-908). Springer Nature.

https://doi.org/10.1007/978-3-030-15789-0_100030
Burn, K., Mutton, T., Thompson, I., Ingram, J., McNicholl, J., & Firth, R. (2019). 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. In Poverty Discourses in Teacher Education (pp. 61-77). Taylor & Francis.

https://doi.org/10.4324/9781351201759-6
Ingram, J. (2018). Wait Time. In Encyclopedia of Mathematics Education (pp. 1-4). Springer Nature.

https://doi.org/10.1007/978-3-319-77487-9_100030-1
Elliott, V., & Ingram, J. (2016). Using silence in classroom discussion. In M. Giovanelli & D. Clayton (Eds.), Knowing about Language: Linguistics and the Secondary English Classroom. Routledge.

https://www.routledge.com/Knowing-About-Language-Linguistics-and-the-secondary-English-classroom/Giovanelli-Clayton/p/book/9781138856233
Elliott, V., & Ingram, J. (2016). Using silence: Discourse analysis and teachers’ knowledge about classroom discussion. In Knowing About Language: Linguistics and the secondary English classroom (pp. 151-161).

https://doi.org/10.4324/9781315719818-16
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. 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. 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. Open University Press.
ANDREWS, N., Dasgupta, L., & INGRAM, J. (n.d.). The pursuit of mathematical vocabulary. In N. Planas, C. Morgan, & M. Schuette (Eds.), Classroom research on mathematics and language. Routledge.
INGRAM, J. (n.d.). Discussion and Communication. In C. Lee & R. Ward-Penny (Eds.), A practical guide to teaching mathematics in the secondary school. Routledge.

Conference papers

Ingram, J., & Kimber, E. (2025, April 4). Developing and implementing task-focused guidance for language-responsive mathematics teaching.

https://ora.ox.ac.uk/objects/uuid:155ab5f8-fde9-4487-8ca1-f67691877aa7
Ingram, J., Ward-Penny, R., Kimber, E., & Planas, N. (2024). Observations on naming and labelling practices in angle work with teachers: how might small language choices support mathematical activity?. Proceedings of the Sixteenth ERME Topic Conference on Language and Social Interaction in Heterogeneous Mathematics Classrooms, 52-59.

https://ora.ox.ac.uk/objects/uuid:bff864d0-de76-480a-880f-98535b51e0e2
Ingram, J., Lee, G., & Stiff, J. (2024). Mathematical reasoning and problem-solving in PISA 2022 – how do performance profiles vary across countries?. Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education, 3, 97-104.

https://ora.ox.ac.uk/objects/uuid:13c97a71-afa1-4343-ab46-6b614247ea21
Schütte, M., Ingram, J., Vui, T., Ní Riordáin, M., & Hu, F. (2024). Language and Communication in Mathematics Classroom. 523-529.

https://doi.org/10.1142/9789811287152_0063
Ingram, J. (2023). Cultural variations in the quality and quantity of students’ opportunities to participate in classroom discourse. Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education, 3, 99-106.

https://ora.ox.ac.uk/objects/uuid:1656b848-8dcc-454b-ad4e-459114679770
Ingram, J. (2022). RELATIONSHIPS BETWEEN OPPORTUNITY TO LEARN AND CLASS PRIOR ATTAINMENT IN MATHEMATICS. Proceedings of the International Group for the Psychology of Mathematics Education, 4, 235.
Ingram, J., & Andrews, N. (2020). Trying to improve communication skills: the challenge of joint sense making in classroom interactions. Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom, 155-162.

https://ora.ox.ac.uk/objects/uuid:7acea333-ce61-47e5-8f38-0a3a7fb1d3ae
Ingram, J., Chesnais, A., Erath, K., Rønning, F., & Schüler-Meyer, A. (2020). Language in the mathematics classroom: an introduction to the papers and presentations within ETC 7. Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom, 5-12.

https://ora.ox.ac.uk/objects/uuid:31fdcd48-3656-4985-afc9-f9e68a73dd9b
Ingram, J., Neale, V., Funada, N., & Smith, K. (2020). Mindsets and diversity: understanding and addressing attainment gaps amongst undergraduates in highly mathematical subjects. BSRLM Proceedings, 40(1).

https://ora.ox.ac.uk/objects/uuid:6bb6a067-c028-4aa9-818c-6d69207246dd
Ingram, J., & Andrews, N. (2020). Claims and demonstrations of understanding in whole class interactions. Eleventh Congress of the European Society for Research in Mathematics Education, TWG09(16).

https://ora.ox.ac.uk/objects/uuid:2644213e-5f4c-42e3-9a42-4d127b9a27fd
Planas, N., Farrugia, M., INGRAM, J., & Schuette, M. (2019, October 3). Transforming language-sensitive mathematics education research into papers and posters.

https://cerme11.org/
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, 2, 392-399.

https://ora.ox.ac.uk/objects/uuid:bd7dad31-2a58-4768-9efd-fd15a6f77f7c
Ingram, J., Andrews, N., & Pitt, A. (2018). Talk in mathematics: teachers collaboratively working on developing students’ mathematical language use in lessons. In J. Golding, N. Bretscher, C. Crisan, E. Geraniou, J. Hodgen, & C. Morgan (Eds.), Research Proceedings of the 9th British Congress on Mathematics Education (3-6 April 2018, University of Warwick, UK) (pp. 96-103). British Society for Research into Learning Mathematics.

https://ora.ox.ac.uk/objects/uuid:6e51cd0c-d493-4d2f-8ff6-9ca1f3029766
Ingram, J., & Andrews, N. (2018). Tensions and opportunities when working in a collaborative video group. British Society into Learning Mathematics, 38(2).

https://ora.ox.ac.uk/objects/uuid:f4ba9e06-3de4-4203-8bb5-a83a9bac25da
Barwell, R., Ingram, J., Prediger, S., & Planas, N. (2018, July 1). 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’.

https://ora.ox.ac.uk/objects/uuid:a18c874e-d9a8-4278-bafd-8410665c1682
Ingram, J., & Andrews, N. (2018, July 1). Use and meaning: What students are doing with specialised vocabulary. Proceedings of the Fourth ERME Topic Conference ‘Classroom-Based Research on Mathematics and language’.

https://ora.ox.ac.uk/objects/uuid:b05976ac-bb61-4e10-b8c1-025fca922b6d
ANDREWS, N., INGRAM, J., & Pitt, A. (2018, April 19). Using self-video analysis to promote teacher growth.
INGRAM, J., & ANDREWS, N. (2017). Making choices when solving quadratic equations. In F. Curtis (Ed.), Proceedings of the British Society of Research into Learning Mathematics (Vols. 36, Issues 3).
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.
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. (2016). Mathematics teacher knowledge-in-interaction: a discursive psychology approach. In C. Csikos, A. Rausch, & J. Szitanyi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. International Group for the Psychology of Mathematics Education.

https://ora.ox.ac.uk/objects/uuid:c235105c-090d-476d-90be-e8de4b213e26
ANDREWS, N., INGRAM, J., & Pitt, A. (2016). The role of pauses in developing student explanations in mathematics lessons: Charlie’s journey. In G. Adams (Ed.), Proceedings of the British Society for Research in Learning Mathematics (Vols. 36, Issue 1).
INGRAM, J., ANDREWS, N., & Pitt, A. (2016). Patterns of interaction that encourage student explanations in mathematics lessons. In G. Adams (Ed.), Proceedings of the British Society for Research into Learning Mathematics (Vols. 36, Issue 1).
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. (2014). The discursive construction of learning school mathematics. In G. Adams (Ed.), Proceedings of the British Society for Research into Learning Mathematics (Vols. 34, Issues 2, pp. 37-42).
INGRAM, J., Baldry, F., & Pitt, A. (2013, January 1). The influence of how teachers interactionally manage mathematical mistakes on the mathematics that students experience.
INGRAM, J. (2012, January 1). The potential of conversation analytic approaches in mathematics education research.
Ingram, J., Briggs, M., & Johnston-Wilder, P. (2011). TURN-TAKING IN THE MATHEMATICS CLASSROOM. PROCEEDINGS OF THE SEVENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME 7), 1325-1334.
INGRAM, J., Briggs, M., Richards, K., & Johnston-Wilder, P. (2011). The discursive construction of learning mathematics. In C. Smith (Ed.), Proceedings of the British Society for Research into Learning Mathematics (Vols. 31, Issues 2).
INGRAM, J., & Johnston-Wilder, P. (2011, January 1). The role of Weblogs in supporting student teachers’ reflections during professional placement.
INGRAM, J., Johnston-Wilder, P., & Briggs, M. (2010). The affordances and constraints of turn taking in the secondary mathematics classroom. In M. Joubert (Ed.), Proceedings of the British Society for Research into Learning Mathematics (Vols. 30, Issues 2).
INGRAM, J., Briggs, M., & Johnston-Wilder, P. (2009). Simon says: Direction in dialogue. Proceedings of the British Society for Research into Learning Mathematics, 29(3).
INGRAM, J. (2009, January 1). The assessment of mathematics student teachers.
INGRAM, J. (2009, January 1). Using video dilemmas to encourage reflection in mathematics student teachers.
INGRAM, J. (2009, January 1). Assessing mathematics student teachers at master’s level: An alternative to essays.
INGRAM, J. (2009). Developing video vignettes for mathematics student teachers. In A. Méndez-Vilas, M. Solano, J. Mesa González, & J. Mesa González (Eds.), Research, Reflections and Innovations in Integrating ICT in Education: Vol. Vol 3 (pp. 1301-1305). Formatex Research Centre.

Journal articles

Ingram, J., Planas, N., & Mason, J. (2025). The collective use of the Discipline of Noticing to inform pedagogic actions. ZDM-Mathematics Education.
Planas, N., McKinley, J., Smith, K., Ingram, J., Essien, A., & Moore de Luca, E. (2025). Students’ linguistic challenges when learning mathematics: Voices of teachers from seven countries. African Journal of Research in Mathematics, Science and Technology Education.

https://doi.org/10.1080/18117295.2025.2494292 https://ora.ox.ac.uk/objects/uuid:212706ff-3b9e-49de-8efb-25e6e418504a
Pimm, D., Ingram, J., & Planas, N. (2025). Trialoguing about engaging with communication and language in relation to mathematics and its education. Mathematics Enthusiast.
Ward-Penny, R., Ingram, J., Erath, K., Kimber, E., & Planas, N. (2025). Equals in the wild: how mathematical equality is talked about in lessons. Mathematics Enthusiast.

https://ora.ox.ac.uk/objects/uuid:87d4577f-23b2-4e48-88c6-5b0f3250fc74
Ingram, J. (2024). Negotiating knowledge through mathematical activities in classroom interactions. Journal für Mathematik-Didaktik, 45(2).

https://doi.org/10.1007/s13138-024-00242-8 https://ora.ox.ac.uk/objects/uuid:2e8fd99d-06bd-4db7-8c93-7108d74f4884
Ingram, J. (2024). Negotiating Knowledge Through Mathematical Activities in Classroom Interactions. Journal for Didactics of Mathematics, 45(2).

https://doi.org/10.1007/s13138-024-00242-8 https://ora.ox.ac.uk/objects/uuid:e5afb1c1-2954-4081-9ec4-c22903dfb763
Porter, J., McDermott, T., Daniels, H., & Ingram, J. (2024). Feeling Part of the School and Feeling Safe: Further Development of a Tool for Investigating School Belonging. Educational Studies, 50(3), 382-398.

https://doi.org/10.1080/03055698.2021.1944063
Ingram, J., Abbott, A., Smith, K., Planas, N., & Erath, K. (2024). Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners. Journal of Mathematics Teacher Education, 27(5), 785-808.

https://doi.org/10.1007/s10857-024-09628-4 https://ora.ox.ac.uk/objects/uuid:fc243124-d38a-46cd-9477-1c376552a061
Ingram, J., Bokhove, C., & Hunter, J. (2024). Editorial for Volume 26. Research in Mathematics Education, 26(1), 1-2.

https://doi.org/10.1080/14794802.2024.2325249
Ingram, J., Clivaz, S., Maher, C., & Wilkinson, L. (2023). Learners building conceptual understandings of mathematics: conditions for promoting growth in understanding – a global perspective from ICME-14. Journal of Mathematical Behavior, 72.

https://doi.org/10.1016/j.jmathb.2023.101101 https://ora.ox.ac.uk/objects/uuid:f4d8976d-f039-4d64-8735-4d8f53c91ebf
Bokhove, C., Hunter, J., & Ingram, J. (2023). Editorial. Research in Mathematics Education, 25(1), 1-2.

https://doi.org/10.1080/14794802.2023.2185375
Burn, K., Ingram, J., Molway, L., & Mutton, T. (2022). Beyond reactive responses to enduring growth: the transformation of principles and practices within initial teacher education. Journal of Education for Teaching, 48, 441-458.

https://doi.org/10.1080/02607476.2022.2098007 https://ora.ox.ac.uk/objects/uuid:b548ff99-337d-4bb7-9855-6dfaa8573865
Ingram, J. (2022). Randomness and probability: exploring student teachers’ conceptions. Mathematical Thinking and Learning, 26(1), 1-19.

https://doi.org/10.1080/10986065.2021.2016029 https://ora.ox.ac.uk/objects/uuid:d7690f43-831f-43fb-86d1-28d7a96254ca
Coles, A., Ingram, J., Bokhove, C., & Hunter, J. (2022). Editorial. Research in Mathematics Education, 24(1), 1-2.

https://doi.org/10.1080/14794802.2022.2042368
Coles, A., Bokhove, C., Hunter, J., & Ingram, J. (2021). Editorial. Research in Mathematics Education, 23(2), 111-112.

https://doi.org/10.1080/14794802.2021.1958366
Porter, J., & Ingram, J. (2021). Changing the exclusionary practices of mainstream secondary schools: the experience of girls with SEND. ‘I have some quirky bits about me that I mostly hide from the world’. Emotional and Behavioural Difficulties, 26(1), 60-77.

https://doi.org/10.1080/13632752.2021.1900999 https://ora.ox.ac.uk/objects/uuid:cdb1c441-b9cf-42be-aefe-3a7cd1d542a0
Erath, K., Ingram, J., Moschkovich, J., & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning - a review of the state of development and research. ZDM, 53(2021), 245-262.

https://doi.org/10.1007/s11858-020-01213-2 https://ora.ox.ac.uk/objects/uuid:bc6d4996-bcf7-4f0c-8e4a-92f26dab6a74
McDermott, T., Porter, J., Ingram, J., & Daniels, H. (2020). The development of a tool for investigating the barriers and supports to participation in school life and feelings of belonging: part 1. European Journal of Special Needs Education, 36(5), 787-802.

https://doi.org/10.1080/08856257.2020.1823164 https://ora.ox.ac.uk/objects/uuid:c803724d-fdef-463f-88a0-96a259ce8de9
Ingram, J. (2020). Epistemic management in mathematics classroom interactions: student claims of not knowing or not understanding. Journal of Mathematical Behavior, 58.

https://doi.org/10.1016/j.jmathb.2019.100754 https://ora.ox.ac.uk/objects/uuid:3ed26bd3-2d0b-4cdd-a8f1-aeacde675c5e
Ingram, J., & Riser, P. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, 16, 5-21.

https://doi.org/10.35763/aiem.v0i16.279 https://ora.ox.ac.uk/objects/uuid:c03c413a-c1a8-4155-b74d-92a90932e929
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.

https://doi.org/10.1007/s10649-018-9873-9 https://ora.ox.ac.uk/objects/uuid:76d0381e-884a-4062-a30a-e53a772528dd
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.

https://doi.org/10.1080/03054985.2018.1496906 https://ora.ox.ac.uk/objects/uuid:c0c386f7-179d-4336-99f7-e0a611a7352b
Ingram, J., & Watson, A. (2018). But are students communicating mathematically?. For the Learning of Mathematics, 38(2), 19-21.

https://ora.ox.ac.uk/objects/uuid:242c3ea8-9df2-4270-b95c-0d97b3507f75
Ingram, J. (2018). Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions. ZDM, 50(6), 1065-1075.

https://doi.org/10.1007/s11858-018-0951-3 https://ora.ox.ac.uk/objects/uuid:0dc1579b-009a-4007-a265-8dc715ae4b0d
Alam, K., Andrews, N., Ingram, J., Pitt, A., Archer, R., Bamber, S., de la Fuente, A., Rowland, T., Deulofeu, J., Ergene, Ö, Delice, A., Hacıömeroğlu, G., Delice, A., Sür, B., Ingram, J., Andrews, N., Pitt, A., Kenna, A., Kosyvas, G., … Webb, C. (2016). Day conference abstracts. Research in Mathematics Education, 18(3), 321-329.

https://doi.org/10.1080/14794802.2016.1235989
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.

https://doi.org/10.1080/02607476.2016.1215551 https://ora.ox.ac.uk/objects/uuid:3724f420-52bb-41d5-bc78-91dba87bc596
Ingram, J., Pitt, A., & Baldry, F. (2015). Handling errors as they arise in whole-class interactions. Research in Mathematics Education, 17(3), 183-197.

https://doi.org/10.1080/14794802.2015.1098562
Ingram, J., & Elliott, V. (2015). 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.

https://doi.org/10.1080/0305764X.2015.1009365 https://ora.ox.ac.uk/objects/uuid:86174d4a-c191-404e-ab49-e80b5e6718ad
Ingram, J. (2014). Shifting attention. For the Learning of Mathematics, 34(3), 19-24.

https://ora.ox.ac.uk/objects/uuid:1db19b58-adb6-4375-be2d-d13112e5fad1
Ingram, J., & Elliott, V. (2014). Turn taking and ’wait time’ in classroom interactions. JOURNAL OF PRAGMATICS, 62, 1-12.

https://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.

https://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.

https://doi.org/10.1111/j.1365-2729.2010.00389.x
Hammond, M., Reynolds, L., INGRAM, J., & Pope, M. (2011). How and why do trainee teachers use ICT?. Journal of Computer Assisted Learning, 27(3), 191-203.
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.

https://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.

https://doi.org/10.1080/14759390802704097

Reports

Ingram, J., Stiff, J., Cadwallader, S., Lee, G., & Kayton, H. (2023). PISA 2022: National report for England. Department for Education.

https://ora.ox.ac.uk/objects/uuid:f90b59cc-1b5c-4c53-bb1b-26e936c4449a
Ingram, J., Stiff, J., Cadwallader, S., Lee, G., & Kayton, H. (2023). PISA 2022: National report for Northern Ireland. Department of Education.

https://ora.ox.ac.uk/objects/uuid:a107716c-143f-46f0-a8b7-057be3ef978c
Ingram, J., Stiff, J., Cadwallader, S., Lee, G., & Kayton, H. (2023). PISA 2022: National report for Wales. Welsh Government.

https://ora.ox.ac.uk/objects/uuid:dee9929a-9073-4ad6-b5f3-b48477a177f7
Ingram, J., Sammons, P., Lindorff, A., Mitchell, P., McDermott, T., Smith, K., & Voss, M. (2020). TALIS Video Study national report. Department for Education.

https://ora.ox.ac.uk/objects/uuid:460fdefe-0409-4cee-9662-ce8710a5bf7d
Elliott, V., Randhawa, A., Ingram, J., Nelson-Addy, L., Griffin, C., & Baird, J.-A. (2020). Feedback in action: A review of practice in English schools. Educational Endowment Foundation.

https://ora.ox.ac.uk/objects/uuid:6c8ad1dd-e6ce-4f0a-9f7e-dd17140247e4
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, V., BAIRD, J., Hopfenbeck, T., 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.

https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Marking_Review_April_2016.pdf
Hammond, M., Pope, M., Reynolds, L., & INGRAM, J. (2009). Engagement and ICT: A study supported by a small grant from Becta.

C-Books

Brown, D., Coles, A., & INGRAM, J. (Eds.). (n.d.). On teaching and learning mathematics with awareness. Assosciation of Teachers of Mathematics.

http://www.atm.org.uk/

Subjects Taught

DPhil in Education
MSc in Learning and Teaching
MSc in Teacher Education
PGCE
MSc in Education
MMath

Current Doctoral Students

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

Funded Research Projects

Programme for International Student Assessment (PISA) 2025

Developing Language-Responsive Mathematics Classrooms

Programme for International Student Assessment (PISA) 2022

Capacity for Research Around Teacher Education (CRATE)

2024-2025

TALIS Video Study (PI)

Department for Education, £385,670

2018

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

Oxford Diversity Fund, £9598

2018-2020

Pedagogic and organisational mediation of experience in schools (PI)

John Fell Fund, £7488

2018-2020

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

John Fell Fund, £7495

2015-2017

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

Ofqual, £241,420

2015-2017

A Review of the Evidence on Written Marking (CI)

Educational Endowment Foundation, £33,541

2015-2016

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

£10,000

2015