Dr Nigel S Calder
Qualifications: BSocSci MEd(1st class) PhD TTC
Nigel has experience in a range of educational positions including teaching, management, curriculum advisory, resource publications (including the Figure it Out series) and research. He has several community-based roles. His academic work encompasses a diversity of contexts, but his research and interests focus predominantly on using digital technologies and Mathematics Education. He has also worked in the areas of student-centred inquiry learning, problem-solving, and mathematical thinking.
He's highly committed to postgraduate studies, including Master's education and is presently the FEDU co-ordinator for postgraduate studies in Tauranga. He has organised visiting speakers, postgraduate student meetings and research symposia across all faculties. He's the principal investigator, or researcher, in several externally-funded research projects.
He is currently supervising the following PhD students: Kelvin Mills (Mathematics Education); Simon Lowe (Social Work Education, University of Canterbury); Deborah Bandele (Environmental Science Education); Mjege Kinyota (Science Education, Chief Supervisor) and MEd theses: Monique Roser (The influence of iPads on student reading); Philippa Woodward (Leading secondary school middle management professional learning) and Katrina Lemon (Enhancing student learning in Alternative Education situations). As well, he has supervised students in topics as diverse as using digital technologies to enhance engagement and learning, Maori world view of inquiry, conflict resolution education, developing student grit, and project-based science education.
In 2016, he co-edited a Special Issue of the Mathematics Education Research Journal: Mathematics Education and mobile technologies, and is presently co-editing a book in the Springer series, Mathematics education in the digital era: Using mobile technologies in the learning of mathematics.
Calder, N., & Murphy, C. (2017). How might the use of apps influence students' learning experiences? Exploring a socio-technological assemblage. In A. Downton, S. Livy, & J. Hall (Eds.), Proceddings of the 40th Annual Conference of the Mathematics Education Research Group of Australia (pp. 125-132). Adelaide, Australia: MERGA. Open Access version: https://hdl.handle.net/10289/11505
Murphy, C., & Calder, N. S. (2017). Representing the one left over: A social semiotic perspective of students’ use of screen casting. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp. 2603-2610). Dublin City, Ireland: Institute of Education and European Society for Research in Mathematics Education. Retrieved from http://www.mathematik.uni-dortmund.de/~erme/ Open Access version: https://hdl.handle.net/10289/11661
Willacy, H., & Calder, N. (2017). Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps. Education Sciences, 7(48), 1-20. doi:10.3390/educsci7020048
Calder, N., & Murphy, C. (2017). Introduction to special issue: Mobile technologies and learning. Teachers and Curriculum, 17(2), 3-5. doi:10.15663/tandc.v17i2.321
Find more research publications by Nigel Calder
Education; Education Research; E-Learning; Learning and Education; Mathematics Education; Professional Learning; Teaching and Learning
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Room: V21, Windermere Campus
Phone: +64 7 5578753
Cellphone: +64 274712262