INGRAM, J, ANDREWS, N (2020) Trying to improve communication skills: the challenge of joint sense making in classroom interactions.
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.
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.
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)
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)
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, NEALE, V, Funada, N, Smith, K Mindsets and diversity: understanding and addressing attainment gaps amongst undergraduates in highly mathematical subjects.
Planas, N, Farrugia, MT, INGRAM, J, Schuette, M Transforming language-sensitive mathematics education research into papers and posters.
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, 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.
Planas, N, INGRAM, J, Frode, R, Schuette, M Introduction to the papers of TWG09: Mathematics and language.
INGRAM, J, ANDREWS, N, Pitt, A Revisiting the roles of interactional patterns in mathematics classroom interaction.
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 The potential of conversation analytic approaches in mathematics education research. (Faro, Portugal)
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, 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)
