Jill Fielding
Jill Fielding
Associate Professor STEM Education, School of Education, University of New England
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Cited by
Cited by
Teaching teachers to teach statistical investigations
K Makar, J Fielding-Wells
Teaching statistics in school mathematics-Challenges for teaching and …, 2011
The practice of statistics
J Watson, N Fitzallen, J Fielding-Wells, S Madden
International handbook of research in statistics education, 105-137, 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
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
Student (dis) engagement in mathematics
J Fielding-Wells, K Makar
University Of Tasmania, 2009
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
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
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
Thinking through mathematics: Engaging students with inquiry-based learning-Book 3 (Ages 10-13)
S Allmond, J Wells, K Makar
Curriculum Press, 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
Where's your evidence? Challenging young students' equiprobability bias through argumentation
J Fielding-Wells
International Association for Statistical Education, 2014
Developing primary students' argumentation skills in inquiry-based mathematics classrooms
J Fielding-Wells, K Makar
International Society of the Learning Sciences (ISLS), 2012
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
Developing an Understanding of what Constitutes Mathematics Teacher Educator PCK: A Case Study of a Collaboration between two Teacher Educators.
T Muir, J Wells, H Chick
Australian Journal of Teacher Education 42 (12), 60-79, 2017
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), 1-17, 2022
Engaging with mathematics through picture books
T Muir, S Livy, L Bragg, J Clark, J Fielding-Wells, C Attard
Inquiry-Based Argumentation in Primary Mathematics: Reflecting on Evidence.
J Fielding-Wells
Mathematics Education Research Group of Australasia, 2013
Scaffolding statistical inquiries for young children
J Fielding-Wells
Statistics in early childhood and primary education: Supporting early …, 2018
Identifying Core Elements of Argument-Based Inquiry in Primary Mathematics Learning.
J Fielding-Wells
Mathematics Education Research Group of Australasia, 2015
Developing argumentation in mathematics: The role of evidence and context
J Wells
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