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.
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., & 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/
Calder, N., & Murphy, C. (2018). Reshaping the learning experience through apps: Affordances. In L. Ball, P. Drijvers, S. Ladel, H. -S. Siller, M. Tabach, & C. Vale (Eds.), Uses of Technology in Primary and Secondary Mathematics Education Tools, Topics and Trends (pp. 145-159). Springer, Cham. doi:10.1007/978-3-319-76575-4 Open Access version: https://hdl.handle.net/10289/12034
Dada, D., Eames, C. W., & Calder, N. (2017). Impact of environmental education on beginning preservice teachers’ environmental literacy. Australian Journal of Environmental Education, 33(3), 201-222. doi:10.1017/aee.2017.27 Open Access version: https://hdl.handle.net/10289/11973
Find more research publications by Nigel Calder
Education; Education Research; E-Learning; Learning and Education; Mathematics Education; Professional Learning; Teaching and Learning
Contact DetailsEmail: firstname.lastname@example.org
Room: V21, Windermere Campus
Phone: +64 7 5578753
Cellphone: +64 274712262