Jill Fielding - Dissemin

All papers authored by Jill Fielding

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2024 Caroline Cohrssen

, Jill Fielding

, Jo Bird

Informal Assessment of Preschool Children’s Concepts of Zero

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2023 Seyum Getenet

, Jill Fielding

, Ian Hay, Rosemary Callingham

Describing a teacher’s pedagogical mathematical knowledge in STEM teaching

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Marg Rogers

, Amy Johnson

, Yumiko Coffey

, Jill Fielding

, Ingrid Harrington

, Navjot Bhullar

Parental perceptions of social and emotional well‐being of young children from Australian military families

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This paper was not found in any repository; the policy of its publisher is unknown or unclear.

2022 Sarah Bansilal, Jill Fielding

, Vince Geiger, Delia North, Mauren Porciúncula, Karla Schreiber, Iddo Gal

A Multi-Country Study of Teachers’ Beliefs About Implications of COVID-19 for Changing the Teaching of Statistics and Mathematics

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Sibel Kazak, Jill Fielding

, Lucia Zapata-Cardona

Investigation Cycle for Analysing Image-Based Data: Perspectives From Three Contexts

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Jill Fielding

, Vincent Geiger, Jodie Miller, Regina Bruder

, Ulrike Towara

, Iresha Ratnayake

Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks

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This paper is made freely available by the publisher.

Hsin-Hui Wang

, Zuway-R. Hong

, Hsiao-Ching She

, Thomas J. Smith

, Jill Fielding

, Huann-Shyang Lin

The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies

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2021 Jill Fielding

, Katie Makar

Challenging conceptual understanding in a complex system: supporting young students to address extended mathematical inquiry problems

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2019 Jill Fielding

Extending Yackel & Cobb's socio-mathematical norms to ill-structured problems in an inquiry-based classroom

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Jill Fielding

Designing challenging online mathematical tasks for initial teacher education: Motivational considerations

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Jill Fielding

Introducing guided mathematical inquiry in the classroom: Complexities of developing norms of evidence

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2018 Jill Fielding-Wells

Dot plots and hat plots: supporting young students emerging understandings of distribution, center and variability through modeling

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Jill Fielding-Wells

Scaffolding Statistical Inquiries for Young Children

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Sherridan Emery

, Jill Fielding-Wells

Fluid Methods to Make Sense of an Unknown: An Emergent Grounded Theory Study of Cultural Wellbeing

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2017 Jane Watson, Noleine Fitzallen, Jill Fielding-Wells

, Sandra Madden

The Practice of Statistics

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Michael Corbett, Sharon Fraser, Robyn Reaburn, Heidi Smith, Janine Roberts, Jill Fielding-Wells

Building A New Generation: Community Expectations On Raising Aspirations In Rural Tasmania

Download from journal.spera.asn.au

Robyn Reaburn, Sharon Fraser, Heidi Smith, Janine Roberts, Jill Fielding-Wells

, Michael Corbett

Aspire High: Impacting Student Aspirations In A Regional Community

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Tracey Muir, Jill Wells, Helen Chick, Jill Fielding

Developing an Understanding of what Constitutes Mathematics Teacher Educator PCK: A Case Study of a Collaboration between two Teacher Educators

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Katie Makar

, Jill Fielding-Wells

Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics

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This paper is available in a repository.

Jill Fielding-Wells

, Mia O’Brien, Katie Makar

Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics

Download from espace.library.uq.edu.au

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All papers authored by Jill Fielding