Items where Author is "Callingham, R"

Callingham, R

and Hay, I 2018 , 'The Paradigmatic Challenge of Mixed-Methods Research: Positivism, Relativism or Pragmatism?', in D Kember and M Corbett (eds.), Structuring the Thesis: Matching Method, Paradigm, Theories and Findings , Springer Nature Singapore Pte Ltd, Singapore, pp. 27-37.

Callingham, R

and Siemon, D 2021 , 'Connecting multiplicative thinking and mathematical reasoning in the middle years' , Journal of Mathematical Behavior, vol. 61 , pp. 1-12 , doi: https://doi.org/10.1016/j.jmathb.2020.100837.

Callingham, R

and Siemon, D 2021 , 'Connecting multiplicative thinking and mathematical reasoning in the middle years' , Journal of Mathematical Behavior, vol. 61 , pp. 1-12 , doi: https://doi.org/10.1016/j.jmathb.2020.100837.

Callingham, R

, Watson, J

and Oates, G

2021 , 'Learning progressions and the Australian curriculum mathematics: the case of statistics and probability' , Australian Journal of Education , pp. 1-14 , doi: https://doi.org/10.1177/00049441211036521.

Callingham, R

, Watson, J

and Oates, G

2019 , 'Statistics and Probability: From Research to the Classroom', in D Siemon and T Barkatsas and R Seah (eds.), Researching and Using Progressions (Trajectories) in Mathematics Education , Brill NV, Netherlands, 181–204.

Callingham, R

and Watson, JM 2017 , 'The development of statistical literacy at school' , Statistics Education Research Journal, vol. 16, no. 1 , pp. 181-201 .

Carmichael, C, Callingham, R

and Watt, HMG 2017 , 'Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics' , ZDM, vol. 49, no. 3 , pp. 449-460 , doi: https://doi.org/10.1007/s11858-016-0831-7.

Carmichael, C, Muir, T

and Callingham, R

2017 , 'The impact of within-school autonomy on students’ goal orientations and engagement with mathematics' , Mathematics Education Research Journal, vol. 29, no. 2 , pp. 219-236 , doi: https://doi.org/10.1007/s13394-017-0200-z.

Carmichael, C, Muir, T

and Callingham, R

2017 , 'The impact of within-school autonomy on students’ goal orientations and engagement with mathematics' , Mathematics Education Research Journal, vol. 29, no. 2 , pp. 219-236 , doi: https://doi.org/10.1007/s13394-017-0200-z.

Getenet, S and Callingham, R

2017 , 'Teaching fractions for understanding: addressing interrelated concepts', in A Downton and S Livy and J Hall (eds.), Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia , Mathematics Education Research Group of Australasia, Australia, pp. 277-284 .

Getenet, S and Callingham, R

2017 , 'Teaching fractions for understanding: addressing interrelated concepts', in A Downton and S Livy and J Hall (eds.), Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia , Mathematics Education Research Group of Australasia, Australia, pp. 277-284 .

Getenet, S and Callingham, R

2019 , 'Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge' , Mathematics Education Research Journal , pp. 1-21 , doi: https://doi.org/10.1007/s13394-019-00275-0.

Getenet, S and Callingham, R

2021 , 'Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge' , Mathematics Education Research Journal, vol. 33 , 201–221 , doi: https://doi.org/10.1007/s13394-019-00275-0.

Muir, T

, Livy, S, Herbert, S and Callingham, R

2018 , 'School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes' , Australian Educational Researcher , pp. 1-17 , doi: https://doi.org/10.1007/s13384-017-0252-9.

Muir, T

, Livy, S, Herbert, S and Callingham, R

2018 , 'School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes' , Australian Educational Researcher, vol. 45, no. 3 , pp. 297-313 , doi: https://doi.org/10.1007/s13384-017-0252-9.

Oates, G

, Callingham, R

and Hay, I 2019 , 'A consideration of technology with Roland's knowledge quartet framework', in M Graven and H Venkat and AA Essien and P Vale (eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education , International Group for the Psychology of Mathematics Education, pp. 145-152 .

Oates, G

, Callingham, R

and Hay, I 2019 , 'A consideration of technology with Roland's knowledge quartet framework', in M Graven and H Venkat and AA Essien and P Vale (eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education , International Group for the Psychology of Mathematics Education, pp. 145-152 .

Siemon, D and Callingham, R

2019 , 'Researching Mathematical Reasoning: Building Evidence-Based Resources to Support Targeted Teaching in the Middle Years', in D Siemon and T Barkatsas and R Seah (eds.), Researching and Using Progressions (Trajectories) in Mathematics Education , Brill, United Kingdom, pp. 101-124.

Siemon, D and Callingham, R

2019 , 'Researching Mathematical Reasoning: Building Evidence-Based Resources to Support Targeted Teaching in the Middle Years', in D Siemon and T Barkatsas and R Seah (eds.), Researching and Using Progressions (Trajectories) in Mathematics Education , Brill, United Kingdom, pp. 101-124.

Siemon, D, Callingham, R

and Day, L 2021 , 'The development and validation of two new assessment options for multiplicative thinking', paper presented at the 43rd Mathematics Education Research Group of Australasia (MERGA) Conference 2021 - Excellence in mathematics education: foundations and pathways, 5-8 July 2021, Virtual Conference, Online (Singapore).

Siemon, D, Callingham, R

, Day, L, Horne, M, Seah, R, Stephens, M and Watson, J 2018 , 'From research to practice: the case of mathematical reasoning', paper presented at the MERGA 41, 1-5 July 2018, Auckland, New Zealand.

Siemon, D, Callingham, R

, Day, L, Horne, M, Seah, R, Stephens, M and Watson, J

2018 , 'From research to practice: the case of mathematical reasoning', paper presented at the MERGA 41, 1-5 July 2018, Auckland, New Zealand.

Watson, J and Callingham, R

2017 , 'Developing learning progressions to support mathematical reasoning in the middle years: statistical reasoning', in A Downton and S Livy and J Hall (eds.), Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia , Mathematics Education Research group of Australasia, Australia, pp. 663-666 .

Watson, J

and Callingham, R

2017 , 'Developing learning progressions to support mathematical reasoning in the middle years: statistical reasoning', in A Downton and S Livy and J Hall (eds.), Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia , Mathematics Education Research group of Australasia, Australia, pp. 663-666 .

Watson, J, Callingham, R

and English, L 2017 , 'Students’ development of statistical literacy in the upper primary years', in A Downton and S Livy and J Hall (eds.), Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia , Mathematics Education Research group of Australasia, Australia, pp. 538-545 .

Watson, J

, Callingham, R

and English, L 2017 , 'Students’ development of statistical literacy in the upper primary years', in A Downton and S Livy and J Hall (eds.), Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia , Mathematics Education Research group of Australasia, Australia, pp. 538-545 .

Watt, HMG, Carmichael, C and Callingham, R

2017 , 'Students’ engagement profiles in mathematics according to learning environment dimensions: developing an evidence base for best practice in mathematics education' , School Psychology International, vol. 38, no. 2 , pp. 166-183 , doi: https://doi.org/10.1177/0143034316688373.

Watt, HMG, Carmichael, C and Callingham, R

2017 , 'Students’ engagement profiles in mathematics according to learning environment dimensions: developing an evidence base for best practice in mathematics education' , School Psychology International, vol. 38, no. 2 , pp. 166-183 , doi: https://doi.org/10.1177/0143034316688373.

University of Tasmania

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