Citations (11)
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Máire Ní Ríordáin, Aoibhinn Ni Shuilleabhain, Mark Prendergast & Patrick Johnson. (2023) Irish pre-service mathematics teachers’ knowledge of curriculum-aligned content. Irish Educational Studies 42:1, pages 1-20.
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Niamh O’Meara & Olivia Fitzmaurice. (2022) Mathematics teacher education’s missing component: developing pre-service teachers’ appreciation of the utility-value of mathematics. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-27.
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Olivia Fitzmaurice, Niamh O’Meara, Patrick Johnson & Sean Lacey. (2019) ‘Crossing’ the equals sign: insights into pre-service teachers’ understanding of linear equations. Asia-Pacific Journal of Teacher Education 47:4, pages 361-382.
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Niamh O'Meara & Mark Prendergast. (2018) Time allocated to mathematics in post-primary schools in Ireland: are we in double trouble?. International Journal of Mathematical Education in Science and Technology 49:4, pages 501-516.
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Mark Prendergast & Paraic Treacy. (2018) Curriculum reform in Irish secondary schools – a focus on algebra. Journal of Curriculum Studies 50:1, pages 126-143.
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Sandra L. Laursen, Marja-Liisa Hassi & Sarah Hough. (2016) Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers. International Journal of Mathematical Education in Science and Technology 47:2, pages 256-275.
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Joseph Slattery & Olivia Fitzmaurice. (2014) ‘Ours is not to reason why, just invert and multiply’: an insight into Irish prospective secondary teachers' conceptual understanding of the division of fractions. Irish Educational Studies 33:4, pages 467-488.
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Articles from other publishers (4)
Imam Kusmaryono & Widya Kusumaningsih. (2023) Evaluating the Results of PISA Assessment: Are There Gaps Between the Teaching of Mathematical Literacy at Schools and in PISA Assessment?. European Journal of Educational Research 12:3, pages 1479-1493.
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Kathryn Holmes, Nathan Berger, Erin Mackenzie, Catherine Attard, Patrick Johnson, Olivia Fitzmaurice, Niamh O’Meara & Veronica Ryan. (2022) Editorial: The Impact of Place-Based Contextualised Curriculum on Student Engagement and Motivation in STEM Education. Frontiers in Education 6.
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Mark Prendergast, Fiona Faulkner, Cormac Breen & Michael Carr. (2017) Mind the gap: an initial analysis of the transition of a second level curriculum reform to higher education. Teaching Mathematics and its Applications, pages hrw024.
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Ian Cantley, Mark Prendergast & Franz Schlindwein. (2017) Collaborative cognitive-activation strategies as an emancipatory force in promoting girls’ interest in and enjoyment of mathematics: A cross-national case study. International Journal of Educational Research 81, pages 38-51.
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