Dr Jill Fielding-Wells - Institute for Learning Sciences & Teacher Education (Faculty of Education and Arts)

Accreditation in-progress - Supervisor is eligible to co-supervise with another fully accredited supervisor (Principal Supervisor)

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I am currently a Senior Research Fellow in Mathematics Education in the Institute for Learning Sciences and Teacher Education at the Australian Catholic University. Formerly a classroom teacher, I worked as a Lecturer in Mathematics Education at the University of Tasmania, prior to taking up a research-focussed position at the University of Queensland in 2017 and then moving to ACU in 2018. I have a keen interest in pedagogies that enhance student motivation and cognitive engagement in mathematics. As such, my research interests include students' use of evidence and reasoning through argumentation and inquiry based learning, design of inquiry and complex tasks, and motivation and engagement in mathematics learning.

Contact

Phone :+61738616201 (Brisbane)
Email :jill.wells@acu.edu.au
URIs : Staff Directory ProfilePersonal Website

Research Interests

Primary and Middle Years Mathematics Education ; learning, motivation and engagement ; Mathematical Reasoning and Argumentation ; Inquiry-Based Learning in Mathematics ; Statistical Reasoning, Thinking and Literacy ;

Methods Expertise

Design-based research ; Situational analysis ; Constructivist Grounded Theory ; Mixed Methods ; Qualitative Research ;

Research Projects

Current Projects

Selected Publications

2019

Introducing guided mathematical inquiry in the classroom: complexities of developing norms of evidence., in Mathematics Education Research Group of Australasia

2018

Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics, in Mathematics Education Research Journal

Scaffolding statistical inquiries for young children. , in Statistics in Early Childhood and Primary Education: Supporting Early Statistical and Probabilistic Thinking

Dot plots and hat plots: supporting young students emerging understandings of distribution, center and variability through modeling, in ZDM - International Journal in Mathematics Education

2017

Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics, in Mathematics Education Research Journal