Associate Professor Nigel S Calder
Computers and Education; Doctoral Education; Education Research; E-Learning; Learning and Education; Mathematics Education; Professional Learning; Teaching and Learning
Qualifications: BSocSci MEd(1st class) PhD TTC
Contact DetailsEmail: firstname.lastname@example.org
Phone: +64 7 26203564
Cellphone: +64 274712262
I have experience in a range of educational positions including teaching, management, curriculum advisory, research projects, resource publications, and research. While my academic work encompasses a diversity of contexts, my research and interests focus predominantly on using digital technologies and Mathematics Education. I have also worked in the areas of student-centred inquiry learning, problem solving, and mathematical thinking.
I am presently a principal researcher in two research projects, Inquiry Learning in Science and Mathematics in Qatar and Designing ScratchMaths for The New Zealand context. Other recent research projects are: Enhancing teaching and learning of primary mathematics through the use of apps; Tauira Rangatahi iPad apps in Te Wananga o Aotearoa Numeracy and Literacy Programme; Student-centred Inquiry Learning: How might mathematics understanding emerge? and Exploring the teaching and learning potential of Scratch.
I am the author of Processing mathematics through digital technologies: The primary years and co-editor of a book in the Springer series, Mathematics education in the digital era: Using mobile technologies in the learning of mathematics. In 2016, I co-edited a Special Issue of the Mathematics Education Research Journal: Mathematics Education and mobile technologies, and in 2018 I co-edited a Special Issue of the Teachers and Curriculum Journal: Using mobile technologies in teaching and learning.
I have had numerous publications in journals, edited books and conference proceedings.
I am currently supervising the following PhD students: Kerry N-Garrett (Using digital technologies in Mathematics Education, Chief Supervisor); Nhung Vu (Using digital technologies in Language Teaching, Chief Supervisor); Shiyama Edirisinghe (Using digital technologies in Mathematics Education, Chief Supervisor); Kelvin Mills (Mathematics Education); Simon Lowe (Social Work Education, University of Canterbury); Swathi Rangarajan (Technology Education); and Margaret Egan (The influence of Te Kotahitanga in secondary schools).
As well, I have supervised students in topics as diverse as using digital technologies to enhance engagement and learning, environmental education, Maori world view of inquiry, conflict resolution education, developing student grit, and project-based science education.
Murphy,, C., Abu-Tineh, A., Calder, N., & Mansour, N. (2019). Changing from a traditional approach to learning: Teachers’ perceptions of introducing WebQuests into mathematics and science classrooms in Qatar. Teachers and Curriculum, 19(1), 9-16. doi:10.15663/tandc.v19i1.333
Murphy, C., Abu-Tineh, A., Calder, N., & Mansour, N. (2018). Implementing dialogic inquiry in Qatari mathematics and science classrooms: Challenges and provocations. Teachers and Curriculum, 18(1), 33-40. doi:10.15663/tandc.v18i1.318 Open Access version: https://hdl.handle.net/10289/11979
Calder, N. (2018). Using Scratch to facilitate mathematical thinking. Waikato Journal of Education, 23(2), 43-58. doi:10.15663/wje.v23i2
Calder, N., & Murphy, C. (2018). Using apps for teaching and learning mathematics: A socio- technological assemblage. In J. Hunter, P. Perger, & L. Darragh (Eds.), Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia (pp. 194-201). Conference held at Massey University Albany Auckland: Mathematics Education Research Group of Australasia (MERGA). Retrieved from https://merga.net.au/ Open Access version: https://hdl.handle.net/10289/13043
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