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Associate Professor Naomi Ingram serves as Associate Dean of Initial Teacher Education in the University of Otago College of Education. She holds a PhD in Mathematics Education from the University of Otago, an MSc (Hons), Diploma of Teaching, and BCMS from the University of Waikato. Her career includes prior experience as a secondary school mathematics teacher in New Zealand and the Sultanate of Oman, which informs her ongoing work in preservice teacher education, teacher certification, and research within the mathematics teaching community. Ingram maintains active connections with mathematics associations across New Zealand and serves as a Bevan Werry Speaker for the New Zealand Association of Mathematics Teachers.
Ingram's research focuses on mathematics education pedagogy and curriculum, the dynamics of affect, identity, and engagement in mathematics learning, the role of parents in mathematics education, and the integration of technology in teaching and learning mathematics. Notable publications include 'Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools' with David A. G. Berg et al. (Journal of Mathematics Teacher Education, 2025), 'Research in the affective domain in mathematics education' with Bronwyn Reid O'Connor et al. (2024), 'Riding the wave of COVID-19: The afterMATH' with Trish Wells (MERGA Conference, 2024), and her doctoral thesis 'Affect and Identity: The Mathematical Journeys of Adolescents' (2011). She has been honoured with the University of Otago Teaching Award (2024) and the Teacher Education Forum of Aotearoa New Zealand's Emerging Teacher Educator Award (2018). Through her contributions, Ingram influences teacher preparation and students' mathematical experiences.
New Zealand universities with teacher education programmes voice concerns about scripted lessons in schools following Ministry discussions, emphasising impacts on professional judgment and student preparedness.
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