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Department of Education

Professor Jenni Ingram

Professor of Mathematics Education

College Affiliation: Linacre College

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

Jenni is a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is a member of the Mathematics Expert Group for the OECD’s Programme for International Student Assessment (PISA) and is Chair of the European Society for Research in Mathematics Education (ERME) Language and Mathematics working group.

Her research focuses on mathematics education with a particular interest in classroom interaction and language, and mathematics assessment both internationally and within classrooms. Her current research projects focus on language- responsive mathematics teaching in secondary schools including an intervention study in classrooms in England and an international study of mathematics teacher expertise in teaching linguistically disadvantaged students in seven countries. Jenni is also the research lead for PISA 2022 in England, Northern Ireland and Wales.

Jenni is Editor for the international journal Research in Mathematics Education and is also on the Editorial Board of the Journal of Mathematical Behaviour and the Journal for Mathematics Teacher Education.

Funded Research Projects:

PISA National Centre for England (Department for Education)

Developing Language-Responsive Mathematics Classrooms (Nuffield Foundation)

Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners (John Fell Fund)

Global Teaching InSights TALIS Video Study (Department for Education)

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:

  • Books

  • Book chapters

    • Ingram, J., & Coles, A. (2022). Researching teacher learning through self-video. In R. Tierney, F. Rizv, & K. Ercikan (Eds.), International Encyclopedia of Education. Elsevier. https://ora.ox.ac.uk/objects/uuid:5aa2b76a-204b-4c6d-b0bc-a32f0890db3d
      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). Routledge. https://doi.org/10.4324/9781003108122-12
      DOI: 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
      DOI: https://doi.org/10.4324/9781003183945-12

    • 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 LEARNING AND DEVELOPMENT OF MATHEMATICS TEACHER EDUCATORS (pp. 263-280). https://doi.org/10.1007/978-3-030-62408-8_14
      DOI: https://doi.org/10.1007/978-3-030-62408-8_14

    • 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 One. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 8-9).

    • 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). Ethics. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 159-174).

    • Ingram, J., & Elliott, V. (2020). Conversation Analysis and Discursive Psychology. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 11-26).

    • Ingram, J., & Elliott, V. (2020). Transcription Decisions. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 189-202).

    • Ingram, J., & Elliott, V. (2020). Written Texts. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 139-154).

    • 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). 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). 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). Critical Discourse Analysis. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 43-55).

    • 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). Corpus Linguistics and Other Quantitative Approaches. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 73-88).

    • Ingram, J., & Elliott, V. (2020). Research Methods for Classroom Discourse Introduction. In RESEARCH METHODS FOR CLASSROOM DISCOURSE (pp. 1-5).

    • 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
      DOI: 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.

    • 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.

    • 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. (n.d.). Discussion and Communication. In C. Lee & R. Ward-Penny (Eds.), A practical guide to teaching mathematics in the secondary school. Routledge.

    • INGRAM, J. (n.d.). Wait time. In S. Lerman (Ed.), Encyclopaedia of Mathematics Education. Springer.

    • 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., & Coles, A. (n.d.). Teacher learning through self-video. In International Encyclopedia of Education. Elsevier. https://ora.ox.ac.uk/objects/uuid:ec219200-d642-419d-b04f-1e305f947398
      https://ora.ox.ac.uk/objects/uuid:ec219200-d642-419d-b04f-1e305f947398

  • Journal articles

    • Bokhove, C., Hunter, J., & Ingram, J. (2023). Editorial. Research in Mathematics Education, 25(1), 1-2. https://doi.org/10.1080/14794802.2023.2185375
      DOI: https://doi.org/10.1080/14794802.2023.2185375

    • 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
      DOI: https://doi.org/10.1016/j.jmathb.2023.101101

    • 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. https://doi.org/10.1080/10986065.2021.2016029
      https://ora.ox.ac.uk/objects/uuid:d7690f43-831f-43fb-86d1-28d7a96254ca

    • Ingram, J., Bokhove, C., Hunter, J., & Coles, A. (2022). EDITORIAL. RESEARCH IN MATHEMATICS EDUCATION, 24(1), 1-2. https://doi.org/10.1080/14794802.2022.2042368
      DOI: https://doi.org/10.1080/14794802.2022.2042368

    • 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

    • 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
      DOI: https://doi.org/10.1080/14794802.2021.1958366

    • Porter, J., McDermott, T., Daniels, H., & Ingram, J. (2021). Feeling Part of the School and Feeling Safe: Further Development of a Tool for Investigating School Belonging. EDUCATIONAL STUDIES. https://doi.org/10.1080/03055698.2021.1944063
      DOI: https://doi.org/10.1080/03055698.2021.1944063

    • 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
      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

    • 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., & 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., 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
      DOI: https://doi.org/10.1080/14794802.2015.1098562

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

    • 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
      DOI: 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
      DOI: 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
      DOI: https://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. https://doi.org/10.1080/13664530903043939
      DOI: 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
      DOI: https://doi.org/10.1080/14759390802704097

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

  • Internet publication

    • INGRAM, J., SAMMONS, P., & LINDORFF, A. (2018). Observing effective mathematics teaching: a review of the literature. Education Development Trust. https://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2018/r-observing-mathematics-2018.pdf

    • INGRAM, J. (2016). Talk in Maths. https://zenodo.org/communities/talkinmaths/

  • Reports

    • 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
      https://ora.ox.ac.uk/objects/uuid:460fdefe-0409-4cee-9662-ce8710a5bf7d

    • 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.

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