| Showing and telling: Using tablet technology to engage students in mathematics N Ingram, S Williamson-Leadley, K Pratt Mathematics Education Research Journal 28 (1), 123-147, 2016 | 65 | 2016 |
| Mathematics education and the affective domain C Attard, N Ingram, H Forgasz, G Leder, P Grootenboer Research in mathematics education in Australasia 2012-2015, 73-96, 2016 | 63 | 2016 |
| The affective domain and mathematics education P Grootenboer, G Lomas, N Ingram Research in mathematics education in Australasia 2004-2007, 255-269, 2008 | 60 | 2008 |
| Exploring an innovative approach to teaching mathematics through the use of challenging tasks: A New Zealand perspective N Ingram, M Holmes, C Linsell, S Livy, M McCormick, P Sullivan Mathematics Education Research Journal 32, 497-522, 2020 | 55 | 2020 |
| Parental modelling of mathematical affect: Self-efficacy and emotional arousal SR Bartley, N Ingram Mathematics Education Research Journal 30, 277-297, 2018 | 45 | 2018 |
| Students’ Relationships with Mathematics: Affect and Identity N Ingram Mathematics education in the margins, 2015 | 39 | 2015 |
| Affect and Identity: The Mathematical Journeys of Adolescents. A thesis submitted for the degree of Doctor of Philosophy at the University of Otago, Dunedin, New Zealand N Ingram University of Otago, 2011 | 32 | 2011 |
| Who a student sits near to in maths: Tension between social and mathematical identities N Ingram Navigating currents and charting directions, 281-286, 2008 | 26 | 2008 |
| Show and tell: Using iPads for assessment in mathematics S Williamson-Leadley, N Ingram Computers in New Zealand Schools: Learning, Teaching, Technology 25 (1-3 …, 2013 | 25 | 2013 |
| Mathematical Engagement Skills. N Ingram Mathematics Education Research Group of Australasia, 2013 | 24 | 2013 |
| Researching the affective domain in mathematics education N Ingram, V Hatisaru, P Grootenboer, K Beswick Research in mathematics education in Australasia 2016–2019, 147-175, 2020 | 23 | 2020 |
| Using Technology in Mathematics: Professional Development for Teachers. I Benning, C Linsell, N Ingram Mathematics Education Research Group of Australasia, 2018 | 15 | 2018 |
| Growing Mathematics Teachers: Pre-Service Primary Teachers' Relationships with Mathematics. N Ingram, C Linsell, B Offen Mathematics Teacher Education and Development 20 (3), 41-60, 2018 | 11 | 2018 |
| Teacher actions that encourage students to persist in solving challenging mathematical tasks. N Ingram, C Linsell, M Holmes, S Livy, P Sullivan Mathematics Education Research Group of Australasia, 2016 | 8 | 2016 |
| The Intent and Processes of a Professional Learning Initiative Seeking to Foster Discussion around Innovative Approaches to Teaching. P Sullivan, M Holmes, N Ingram, C Linsell, S Livy, M McCormack Mathematics Education Research Group of Australasia, 2016 | 8 | 2016 |
| Engagement in the mathematics classroom N Ingram In Search of Theories in Mathematics Education: Proceedings of the 33rd …, 2009 | 8 | 2009 |
| Using show and tell apps to engage students in problem-solving in the mathematics classroom N Ingram, K Pratt, S Williamson-Leadley Using mobile technologies in the teaching and learning of mathematics, 301-316, 2018 | 7 | 2018 |
| A story of a student fulfilling a role in the mathematics classroom N Ingram Mathematics: Essential research, essential practice. Proceedings of the 30th …, 2007 | 7 | 2007 |
| “My parents are pretty pleased with my maths”: students’ navigation of identity stories about mathematics N Ingram, T Meaney Research in Mathematics Education 24 (1), 51-68, 2022 | 6 | 2022 |
| Foundation Content Knowledge: Pre-Service Teachers' Attainment and Affect. N Ingram, C Linsell Mathematics Education Research Group of Australasia, 2014 | 6 | 2014 |
Peter GrootenboerGriffith University在 griffith.edu.au 的电子邮件经过验证
