Jill Fielding-Wells
| Contact category | Researcher (past) |
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Research outputs
Designing challenging online mathematical tasks for initial teacher education: Motivational considerations
Fielding-Wells, Jill, Geiger, Vince, Miller, Jodie, Bruder, Regina, Roder, Ulrike and Ratnayake, Iresha. (2019). Designing challenging online mathematical tasks for initial teacher education: Motivational considerations. In M. Graven, H. Venkat and A. A. Essien and P. Vale (Ed.). 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7 - 12 July 2019. Pretoria, South Africa: The International Group for the Psychology of Mathematics Education. pp. 240 - 247Conference item
Dot plots and hat plots: Supporting young students emerging understandings of distribution, center and variability through modeling
Fielding-Wells, Jill. (2018). Dot plots and hat plots: Supporting young students emerging understandings of distribution, center and variability through modeling. ZDM. 50(7), pp. 1125 - 1138. https://doi.org/10.1007/s11858-018-0961-1Journal article
Fluid methods to make sense of an unknown: An emergent grounded theory study of cultural wellbeing
Emery, Sherridan and Fielding-Wells, Jill. (2018). Fluid methods to make sense of an unknown: An emergent grounded theory study of cultural wellbeing. In In D. Kember and M. Corbett (Ed.). Structuring the thesis: Matching method, paradigm, theories and findings pp. 183 - 195 Springer Nature. https://doi.org/10.1007/978-981-13-0511-5_18Book chapter
Scaffolding statistical inquiries for young children
Fielding-Wells, Jill. (2018). Scaffolding statistical inquiries for young children. In In A. Leavy, M. Meletiou-Mavrotheris and E. Paparistodemou (Ed.). Statistics in early childhood and primary education: Supporting early statistical and probabilistic thinking pp. 109 - 127 Springer Nature. https://doi.org/10.1007/978-981-13-1044-7_7Book chapter
The practice of statistics
Watson, Jane, Fitzallen, Noleine, Fielding-Wells, Jill and Madden, Sandra. (2018). The practice of statistics. In In D. Ben-Zvi, K. Makar and J. Garfield (Ed.). International handbook of research in statistics education pp. 105 - 137 Springer International Publishing. https://doi.org/10.1007/978-3-319-66195-7_4Book chapter
Developing an understanding of what constitutes mathematics teacher educator PCK: a case study of a collaboration between two teacher educators
Muir, Tracey, Fielding-Wells, Jill and Chick, Helen. (2017). Developing an understanding of what constitutes mathematics teacher educator PCK: a case study of a collaboration between two teacher educators. Australian Journal of Teacher Education. 42(12), pp. 60 - 79. https://doi.org/10.14221/ajte.2017v42n12.4Journal article
Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics
Fielding-Wells, Jill, O'Brien, Mia and Makar, Katie. (2017). Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics. Mathematics Education Research Journal. 29(2), pp. 237 - 254. https://doi.org/10.1007/s13394-017-0201-yJournal article
Building a new generation: community expectations on raising aspirations in rural tasmania
Corbett, Michael, Fraser, Sharon, Reaburn, Robyn, Smith, Heidi, Roberts, Janine and Fielding-Wells, Jill. (2017). Building a new generation: community expectations on raising aspirations in rural tasmania. Australian and International Journal of Rural Education. 27(3), pp. 8 - 24.Journal article
Aspire high: impacting student aspirations in a regional community
Reaburn, Robyn, Fraser, Sharon, Smith, Heidi and Fielding-Wells, Jill. (2017). Aspire high: impacting student aspirations in a regional community. Australian and International Journal of Rural Education. 27(3), pp. 73 - 89.Journal article
"Mathematics is just 1 + 1 = 2, what is there to argue about?": Developing a framework for argument-based mathematical inquiry
Fielding-Wells, Jill. (2016). "Mathematics is just 1 + 1 = 2, what is there to argue about?": Developing a framework for argument-based mathematical inquiry. In B. White, M. Chinnappan and S. Trenholm (Ed.). pp. 212 - 219Conference item
"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning
Fielding-Wells, Jill and Makar, Katie. (2015). "If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. 2, pp. 297 - 304.Journal article
Inquiry pedagogy to promote emerging proportional reasoning in primary students
Fielding-Wells, Jill, Dole, Shelley and Makar, Katie. (2014). Inquiry pedagogy to promote emerging proportional reasoning in primary students. Mathematics Education Research Journal. 26(1), pp. 47 - 77. https://doi.org/10.1007/s13394-013-0111-6Journal article
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