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Journal of Curriculum Studies Volume 52, 2020 - Issue 6
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Research Article

Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics

Mark Prendergasta School of Education, University College Cork, Cork, IrelandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1766-7421View further author information
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Niamh O’Mearab EPI*STEM, University of Limerick, Limerick, IrelandORCID Iconhttps://orcid.org/0000-0002-6959-2783View further author information
ORCID Icon &
Paraic Treacyc School of Education, University of Brighton, Brighton, UKORCID Iconhttps://orcid.org/0000-0002-6447-1798View further author information
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Pages 752-769 | Published online: 09 Jul 2020

Citations (3)

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Read on this site (1)

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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Articles from other publishers (2)

Merrilyn Goos, Niamh O’Meara, Patrick Johnson, Olivia Fitzmaurice & Aoife Guerin. 2023. Mathematical Challenges For All. Mathematical Challenges For All 51 70 .
Mark Prendergast, Niamh O’Meara, Laura Duffy & Iseult O’Rourke. (2022) Delving into the shadow: Mathematics teachers’ perspectives on the impact of private supplementary tutoring in Ireland. Asian Journal for Mathematics Education 1:3, pages 323-337.
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