Jenni Ingram

• Subjects Taught

  DPhil in Education

  MSc in Learning and Teaching

  MSc in Teacher Education

  PGCE

• Current Doctoral Students

  Gabriel Chun-Yeung Lee

  Research Officer

  gabriel.lee@education.ox.ac.uk

  Brooks Newmark

  Doctoral Student

  brooks.newmark@education.ox.ac.uk

  Ashley Abbott

  Doctoral Student

  ashley.abbott@education.ox.ac.uk

  Haoran Luo

  Doctoral Student

  haoran.luo@education.ox.ac.uk

Publications:

• Featured Publications

  • Ingram, J (2021) Patterns in mathematics classroom interaction a conversation analytic approach. Oxford University Press.
    DOI: http://doi.org/10.1093/oso/9780198869313.001.0001

  • INGRAM, J, LINDORFF, A, SAMMONS, P, Mitchell, P, McDermott, T, Smith, K, Voss, M (2020) TALIS Video Study national report. DfE.

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) Research Methods for Classroom Discourse.

  • 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

  • Erath, K, INGRAM, J, Moschkovich, J, Prediger, S “Designing and enacting instruction that enhances language for mathematics learning - a review of the state of development and research”, ZDM: The International Journal on Mathematics Education. Springer Nature [academic journals on nature.com].
    DOI: http://doi.org/10.1007/s11858-020-01213-2

  • INGRAM, J “Epistemic management in mathematics classroom interactions: student claims of not knowing or not understanding”, The Journal of Mathematical Behavior. Elsevier.
    DOI: http://doi.org/10.1016/j.jmathb.2019.100754

• Books

  • Ingram, J (2021) Patterns in mathematics classroom interaction a conversation analytic approach. Oxford University Press.
    DOI: http://doi.org/10.1093/oso/9780198869313.001.0001

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) Research Methods for Classroom Discourse.

• Book chapters

  • 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. 129-142
    DOI: http://doi.org/10.4324/9781003183945-12

  • INGRAM, J, Coles, A (2022) “Researching teacher learning through self-video”, In: R Tierney, F Rizv, K Ercikan (eds.) International Encyclopedia of Education. 4th. Elsevier.

  • Ingram, J (2022) “Conversation analysis”, In: Perspectives in Contemporary STEM Education Research. Routledge. 101-109
    DOI: http://doi.org/10.4324/9781003108122-12

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Research Methods for Classroom Discourse Introduction to Part Two”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 90-91

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

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Corpus Linguistics and Other Quantitative Approaches”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 73-88

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Data Collection”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 175-188

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Ethics”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 159-174

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Knowledge and Knowing”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 123-138

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Positioning Theory and Figured Worlds”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 27-42

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Research Methods for Classroom Discourse Conclusion”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 203-204

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

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Research Methods for Classroom Discourse Introduction to Part One”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 8-9

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Research Methods for Classroom Discourse Introduction to Part Three”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 156-157

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Researching Identity through Classroom Discourse”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 93-107

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Researching Multilingual Classrooms”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 109-122

  • Ingram, J, Elliott, V, Ingram, J, Elliott, V (2020) “Sociolinguistics”, In: RESEARCH METHODS FOR CLASSROOM DISCOURSE. 57-72

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

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

  • 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.

  • 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. 151-161
    DOI: http://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. 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.

  • Vaara, E, Tienari, J (2010) “Critical Discourse Analysis”, In: Encyclopedia of Case Study Research L - Z; Index. SAGE.

  • INGRAM, J, Coles, A “Teacher learning through self-video”, In: International Encyclopedia of Education. 4th. Elsevier.
    DOI: http://doi.org/10.1016/B978-0-12-818630-5.04018-5

  • 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.
    DOI: http://doi.org/10.1007/978-3-030-62408-8_14

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

• Conference papers

  • 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)

• Journal articles

  • 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.
    DOI: http://doi.org/10.1080/02607476.2022.2098007

  • Ingram, J, Bokhove, C, Hunter, J, Coles, A (2022) “EDITORIAL”, RESEARCH IN MATHEMATICS EDUCATION.
    DOI: http://doi.org/10.1080/14794802.2022.2042368

  • 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.
    DOI: http://doi.org/10.1080/03055698.2021.1944063

  • Coles, A, Bokhove, C, Hunter, J, Ingram, J (2021) “Editorial”, RESEARCH IN MATHEMATICS EDUCATION. 23(2) 111-112.
    DOI: http://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.
    DOI: http://doi.org/10.1080/13632752.2021.1900999

  • 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.
    DOI: http://doi.org/10.1080/08856257.2020.1823164

  • 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, ELLIOTT, VF, 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 (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.

  • 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, KC, 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: an international journal of mathematics education. 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, 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 “Epistemic management in mathematics classroom interactions: student claims of not knowing or not understanding”, The Journal of Mathematical Behavior.
    DOI: http://doi.org/10.1016/j.jmathb.2019.100754

  • Erath, K, INGRAM, J, Moschkovich, J, Prediger, S “Designing and enacting instruction that enhances language for mathematics learning - a review of the state of development and research”, ZDM: The International Journal on Mathematics Education.
    DOI: http://doi.org/10.1007/s11858-020-01213-2

  • 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.
    DOI: http://doi.org/10.35763/aiem.v0i16.279

  • INGRAM, J “Randomness and probability: exploring student teachers’ conceptions”, Mathematical Thinking and Learning.
    DOI: http://doi.org/10.1080/10986065.2021.2016029

• 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

  • INGRAM, J, LINDORFF, A, SAMMONS, P, Mitchell, P, McDermott, T, Smith, K, Voss, M (2020) TALIS Video Study national report. DfE.

  • 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, 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.