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Jill Fielding

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Socio-Economic Objective (SEO 2020):  160103 Primary education

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Publication DateTitleAuthor(s)Date Added
1Feb-2022Challenging conceptual understanding in a complex system: supporting young students to address extended mathematical inquiry problemsFielding, Jill ; Makar, Katie11-May-2022
22022Investigation cycle for analysing image-based data: perspectives from three contextsKazak, Sibel; Fielding, Jill ; Zapata-Cardona, Lucia8-May-2023
32019Extending Yackel and Cobb's sociomathematical norms to ill-structured problems in an inquiry-based classroomMakar, Katie; Fielding-Wells, Jill 30-May-2022
42019Extending Yackel and Cobb's sociomathematical norms to ill-structured problems in an inquiry-based classroomMakar, Katie; Fielding-Wells, Jill 9-Jan-2024
5Dec-2018Dot plots and hat plots: supporting young students emerging understandings of distribution, center and variability through modelingFielding-Wells, Jill 30-May-2022
6Mar-2018Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematicsMakar, Katie; Fielding-Wells, Jill 30-May-2022
72018Supporting young students emerging statistical understandings of centre through modellingFielding-Wells, Jill ; Hillman, Judith9-Jun-2022
82018Scaffolding Statistical Inquiries for Young ChildrenFielding-Wells, Jill 30-May-2022
9Jun-2017Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematicsFielding-Wells, Jill ; O'Brien, Mia; Makar, Katie30-May-2022
102016"Mathematics is just 1 + 1 = 2, what is there to argue about?": Developing a framework for Argument-Based Mathematical InquiryFielding-Wells, Jill 9-Jan-2024
112015Inferring to a model: using inquiry-based argumentation to challenge young children's expectations of equally likely outcomesFielding-Wells, Jill ; Makar, Katie16-Jun-2022
122015How Inquiry Pedagogy Enables Teachers to Facilitate Growth Mindsets in Mathematics ClassroomsO'Brien, Mia; Fielding-Wells, Jill ; Makar, Katie; Hillman, Jude17-Jun-2022
132015"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoningFielding-Wells, Jill ; Makar, Katie17-Jun-2022
142015Young children's development and use of models as evidence in support of informal statistical inferenceWells, Jill ; Makar, Katie19-Apr-2023
152015Investigating Mathematical InquiryMakar, Katie; Fielding-Wells, Jill ; Fry, Kym; Allmond, Sue; Hillman, Jude1-Jul-2022
16Jul-2014Where's your evidence? Challenging young students' equiprobability bias through argumentationFielding-Wells, Jill 17-Aug-2022
17Mar-2014Inquiry pedagogy to promote emerging proportional reasoning in primary studentsFielding-Wells, Jill ; Dole, Shelley; Makar, Katie1-Jun-2022
182013Inquiry-Based Argumentation in Primary Mathematics: Reflecting on EvidenceFielding-Wells, Jill 29-Jun-2022
19Jul-2012Developing Primary Students' Argumentation Skills in Inquiry-Based Mathematics ClassroomsFielding-Wells, Jill ; Makar, Katie27-Jun-2022
202011Is This Game 1 or Game 2? Primary Children's Reasoning about Samples during InquiryMakar, Katie; Wells, Jill ; Allmond, Sue28-Apr-2023
212010Linking problems, conclusions and evidence: Primary students' early experiences of planning statistical investigationsFielding-Wells, Jill 10-Jun-2022
222008Student (dis)engagement in mathematicsFielding-Wells, Jill ; Makar, Katie6-Jun-2022
232008Using Mathematical Inquiry to Engage Student Learning within the Overall CurriculumFielding-Wells, Jill ; Makar, Katie17-Aug-2022

Profile

Credit Name
Jill Fielding
Full Name
Fielding, Jill
Variants
Fielding-Wells, Jill
Wells, Jill Fielding
 
UNE Researcher ID
une-id:jfieldi2
 
Position Title
Associate Professor STEM Education
 
Email
 
ORCID
Scopus Author ID
Web of Science profile key
78351
Discipline
Education - STEM Education
 
Faculty
Faculty of HASS and Education
Honorific
Associate Professor
 
Surname
Fielding
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Given Name
Jill
 
Preferred Given Name
Jill
School/Department
School of Education
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