University of Tasmania, Australia

 View Rosemary's profile on the UTAS Web Access Research Portal (WARP) 

• Callingham, R.A. & Watson, J.M. (2008). Research in mental computation: Multiple perspectives. Brisbane: Post Pressed.

• Hay, I., Callingham, R. & Wright, F. (2013). Social learning, language and instruction for adult learners where English is their second language. In S. Phillipson, K. Y. L. Ku, & S. N. Phillipson, (Eds.). Constructing educational achievement: A sociocultural perspective (Chap. 11, pp. 148-160). London/New York: Routledge. 
  
  
• Callingham, R. (2013). Chinese students and mathematical problem solving. In S. Phillipson, H. Stoeger, & A Ziegler (Eds.) Exceptionality in East Asia. Explorations in the actiotope model of giftedness (Chap 5, pp 86-99). Abingdon, Oxon: Routledge. 
  
  
• Callingham, R., Watson, J. & Burgess, T. (2012). Uncertainty in mathematics education: What to do with statistics? In J. Greenlees, T. Logan, T. Lowrie, A. MacDonald & B. Perry (Eds.). Review of Australasian Mathematics Education Research: 2008-2011. Rotterdam: Sense.
  
  
• Callingham, R., & Watson, J. (2011). Measuring levels of statistical pedagogical content knowledge. In C. Batanero, G. Burrill, & C. Reading (Eds.), Teaching statistics in school mathematics – Challenges for teaching and teacher education: A joint ICMI/IASE study. Voorburg, The Netherlands: International Statistical Institute.
  
  
• Callingham, R. & Falle, J. (2011). The use of language in the mathematics classroom. In T. Le & M. Short (eds). Language and literacy education in a challenging world. New York: Nova Science Publishers.
  
  
• Phillipson, S. N., & Callingham, R.  (2009). Understanding mathematical giftedness: integrating self, action repertoires and the environment. In L. V. Shavinina (Ed.) The international handbook on giftedness (Ch. 33, pp 671-698). Dordrecht: Springer Science and Business Media.

• Beswick, K., Callingham, R., & Watson, J. (2012). The nature and development of middle school mathematics teachers' knowledge. Journal of Mathematics Teacher Education, 15(2) 131-157. ISSN 1386-4416 (2012)
  
  
• Serow, P. & Callingham, R. (2011) Levels of use of interactive whiteboard technology in the primary mathematics classroom. Technology, Pedagogy and Education, 20(2), 161-173. http://dx.doi.org/10.1080/1475939X.2011.588418
  
  
• Callingham, R. (2011). Issues for the assessment and measurement of statistical understanding in a technology-rich environment. Technology in Statistics Education, 5(1), 11pages. Available http://escholarship.org/uc/item/3qr2p70t
  
  
• Beswick, K., Callingham, R., & Watson, J. (2011). The nature and development of middle school mathematics teachers’ knowledge. Journal of Mathematics Teacher Education. Available Online First at http://www.springerlink.com/content/th22781265818125/
  
  
• Callingham, R. (2008). Perspectives gained from different assessment tasks on Chinese and Australian school students learning mathematics. Evaluation & Research in Education 21(3), 175-187.
  
  
• Callingham, R. (2008). Dialogue and feedback: Assessment in the primary mathematics classroom. Australian Primary Mathematics Classroom, 13(3), 18-21.
  
  
• Watson, J.M., Callingham, R. & Kelly, B.A. (2007). Students’ appreciation of variation as a foundation for statistical understanding. Mathematical Thinking and Learning, 9(2), 83-130.
  
  
• Griffin, P. & Callingham, R. (2006). A twenty-year study of mathematics achievement. Journal for Research in Mathematics Education, 37 (3), 167-186.
  
  
• Callingham, R. & Watson, J. M. (2005). Measuring statistical literacy. Journal of Applied Measurement, 6 (1), 29, 19-47.

• Callingham, R. & Hay, I., (2012). Personal numeracy standards of entrants to teacher education courses. In Proceedings of the 2012 Australian Association for Research in Education conference (2 - 6 December 2012, Sydney, Australia, 11pp). ISSN 1324-9320 
  
  
• Callingham, R., (2012). Cross-cultural research in mathematics education: Challenges and opportunities. In F. Fan, Si., International Innovative Research in a Changing and Challenging World: Conference Proceedings. (16 - 18 May 2012, Phuket, Thailand, pp. 30-36). ISBN 978-0-646-58268-9 
  
  
• Callingham, R., Beswick, K., Clark, J., Kissane, B., Serow, P., & Thornton, S. (2012). Mathematical knowledge for teaching of MERGA members. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons, (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, eBook, pp. 162-170). Singapore: MERGA, Inc.
  
  
• Callingham, R. & Beswick, K. (2011). Measuring pre-service teachers’ knowledge of mathematics for teaching. In J. Wright (Ed.) Proceedings of the annual conference of the Australian Association for Research in Education. Available http://www.aare.edu.au/11pap/papers_pdf/aarefinal00497.pdf
  
  
• Callingham, R. (2011). Mathematics assessment: everything old is new again? The annual Clements / Foyster Oration. In J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton (Eds.) Mathematics: Traditions and [New] Practices (Proceedings of the AAMT-MERGA Conference, July), Alice Springs, NT: AAMT-MERGA.
  
  
• Callingham, R., Beswick, K., Chick, H., Clark, J., Goos, M., Kissane, B., Serow, P., Thornton, S., & Tobias, S. (2011). Beginning teachers’ mathematical knowledge: What is needed? In J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton (Eds.) Mathematics: Traditions and [New] Practices (Proceedings of the AAMT-MERGA Conference, July, pp. 900-907), Alice Springs, NT: AAMT-MERGA.
  
  
• Callingham, R. (2010). Trajectories of learning in middle years’ students’ statistical development. Refereed paper in C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society. (Proceedings of the 8th International Conference on the Teaching of Statistics, Ljubljana, Slovenia, July). [CDRom] Voorburg, The Netherlands: International Statistical Institute. 
  
  
• Callingham, R., Pegg, J. & Wright, T. (2009). Changing teachers’ classroom practice through developmental assessment: Constraints, concerns and unintended impacts. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides (Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia), 8pp. [CDROM]. Palmerston North, NZ: MERGA.
  
  
• Callingham, R. (2008). Using Rasch measurement to identify cross-cultural aspects of statistical literacy. In P. Jeffery (Ed.) Proceedings of the Australian Association for Research in Education Conference, Dec. 2008