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Citations (7)
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Páraic Treacy, Niamh O’Meara & Mark Prendergast. (2023) The role of expectancy-value theory in upper-secondary level students’ decisions to avoid the study of advanced mathematics. Irish Educational Studies 0:0, pages 1-14.
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Mark Prendergast, Niamh O’Meara & Paraic Treacy. (2020) Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics. Journal of Curriculum Studies 52:6, pages 752-769.
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Páraic Treacy, Mark Prendergast & Niamh O’Meara. (2020) A “new normal”: Teachers’ experiences of the day-to-day impact of incentivising the study of advanced mathematics. Research in Mathematics Education 22:3, pages 233-248.
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Articles from other publishers (4)
Jonas Moll & Shang Gao. (2022) Awarding bonus points as a motivator for increased engagement in course activities in a theoretical system development course. Awarding bonus points as a motivator for increased engagement in course activities in a theoretical system development course.
Mairéad Hourigan & Aisling M.. (2022) Pre-Service Primary Teachers’ Mathematics Teaching Efficacy on Entry to Initial Teacher Education. European Journal of Mathematics and Science Education 3:1, pages 17-33.
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Niamh O’Meara, Olivia Fitzmaurice & Patrick Johnson. (2021) Career Mathways: evaluating a novel initiative aimed at enhancing students’ attitudes towards and appreciation of mathematics. Teaching Mathematics and its Applications: An International Journal of the IMA.
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Aoibhinn Ni Shuilleabhain, Anthony Cronin & Mark Prendergast. (2021) Maths Sparks engagement programme: investigating the impact on under-privileged pupils’ attitudes towards mathematics. Teaching Mathematics and its Applications: An International Journal of the IMA 40:2, pages 133-153.
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