Jill Fielding

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Katie MakarProfessor of Mathematics and Statistics Education, The University of Queensland, AustraliaGeverifieerd e-mailadres voor uq.edu.au
Mia O'BrienAssociate Professor School of Education, UniSQGeverifieerd e-mailadres voor griffith.edu.au
Vince GeigerAustralian Catholic University - Learning Sciences Institute AustraliaGeverifieerd e-mailadres voor acu.edu.au
Tracey MuirAustralian Catholic UniversityGeverifieerd e-mailadres voor acu.edu.au
Jane M WatsonProfessor of Mathematics Education, University of TasmaniaGeverifieerd e-mailadres voor utas.edu.au
Sandra R. MaddenProfessor, Mathematics and Statistics Education, University of Massachusetts AmherstGeverifieerd e-mailadres voor umass.edu
Shelley DoleUniversity of the Sunshine CoastGeverifieerd e-mailadres voor usc.edu.au
Michael CorbettProfessor of Education, Acadia University; Adjunct Professor, University of TasmaniaGeverifieerd e-mailadres voor acadiau.ca
Robyn ReaburnUniversity of TasmaniaGeverifieerd e-mailadres voor utas.edu.au
Jodie MillerUniversity of QueenslandGeverifieerd e-mailadres voor uq.edu.au
Helen ChickFaculty of Education, University of TasmaniaGeverifieerd e-mailadres voor utas.edu.au
Leicha BraggAssociate Professor, Victoria University Online, AustraliaGeverifieerd e-mailadres voor vu.edu.au
Sharyn LivyMonash UniversityGeverifieerd e-mailadres voor monash.edu
Catherine AttardWestern Sydney UniversityGeverifieerd e-mailadres voor westernsydney.edu.au
Si FanUniversity of TasmaniaGeverifieerd e-mailadres voor utas.edu.au
Carly SawatzkiDeakin UniversityGeverifieerd e-mailadres voor deakin.edu.au
Keiko YasukawaUniversity of Technology SydneyGeverifieerd e-mailadres voor uts.edu.au
Anne BennisonSchool of Education and Tertiary Access, University of the Sunshine CoastGeverifieerd e-mailadres voor usc.edu.au
Sherridan EmeryResearcherGeverifieerd e-mailadres voor utas.edu.au
Julie Joy ClarkeThe University of Melbourne

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Jill Fielding

Associate Professor STEM Education, School of Education, University of New England

Geverifieerd e-mailadres voor une.edu.au - Homepage

mathematical reasoning ambitious pedagogies STEM education statistical reasoning


Titel Sorteren op citaties Sorteren op jaar Sorteren op titel	Geciteerd door Geciteerd door	Jaar
Teaching teachers to teach statistical investigations K Makar, J Fielding-Wells Teaching statistics in school mathematics-Challenges for teaching and …, 2011	106	2011
The practice of statistics J Watson, N Fitzallen, J Fielding-Wells, S Madden International handbook of research in statistics education, 105-137, 2018	73	2018
Inquiry pedagogy to promote emerging proportional reasoning in primary students J Fielding-Wells, S Dole, K Makar Mathematics Education Research Journal 26, 47-77, 2014	65	2014
Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics J Fielding-Wells, M O’Brien, K Makar Mathematics Education Research Journal 29, 237-254, 2017	61	2017
Student (dis) engagement in mathematics J Fielding-Wells, K Makar University Of Tasmania, 2009	49	2009
Shifting more than the goal posts: Developing classroom norms of inquiry-based learning in mathematics K Makar, J Fielding-Wells Mathematics Education Research Journal 30, 53-63, 2018	44	2018
Linking problems, conclusions and evidence: Primary students’ early experiences of planning statistical investigations J Fielding-Wells Proceedings of the 8th international conference on teaching statistics …, 2010	41	2010
Inferring to a model: Using inquiry-based argumentation to challenge young children’s expectations of equally likely outcomes J Fielding-Wells, K Makar Reasoning about uncertainty: Learning and teaching informal inferential …, 2015	39	2015
Thinking through mathematics: Engaging students with inquiry-based learning-Book 3 (Ages 10-13) S Allmond, J Wells, K Makar Curriculum Press, 2010	34	2010
How Inquiry Pedagogy Enables Teachers to Facilitate Growth Mindsets in Mathematics Classrooms. M O'Brien, J Fielding-Wells, K Makar, J Hillman Mathematics Education Research Group of Australasia, 2015	27	2015
Where's your evidence? Challenging young students' equiprobability bias through argumentation J Fielding-Wells International Association for Statistical Education, 2014	23	2014
The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies HH Wang, ZR Hong, HC She, TJ Smith, J Fielding, H Lin International Journal of STEM Education 9 (1), 14, 2022	22	2022
Dot plots and hat plots: Supporting young students emerging understandings of distribution, center and variability through modeling J Fielding-Wells ZDM 50 (7), 1125-1138, 2018	21	2018
Developing primary students' argumentation skills in inquiry-based mathematics classrooms J Fielding-Wells, K Makar International Society of the Learning Sciences (ISLS), 2012	20	2012
Developing an understanding of what constitutes mathematics teacher educator PCK: A case study of a collaboration between two teacher educators T Muir, J Fielding-Wells, H Chick Australian Journal of Teacher Education (Online) 42 (12), 60-79, 2017	18	2017
Engaging with mathematics through picture books T Muir, S Livy, L Bragg, J Clark, J Fielding-Wells, C Attard	14	2017
Scaffolding statistical inquiries for young children J Fielding-Wells Statistics in early childhood and primary education: Supporting early …, 2018	13	2018
Inquiry-Based Argumentation in Primary Mathematics: Reflecting on Evidence. J Fielding-Wells Mathematics Education Research Group of Australasia, 2013	12	2013
What is Next in Educational Research? S Fan, J Fielding-Wells Springer, 2016	11	2016
Developing argumentation in mathematics: The role of evidence and context J Wells	11	2014

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