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Irish Educational Studies Volume 33, 2014 - Issue 4
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Original Articles

‘Ours is not to reason why, just invert and multiply’: an insight into Irish prospective secondary teachers' conceptual understanding of the division of fractions

Joseph SlatteryDepartment of Mathematics & Statistics, University of Limerick, Limerick, Ireland
&
Olivia FitzmauriceNational Centre for Excellence in Mathematics and Science Teaching and Learning, University of Limerick, Limerick, IrelandCorrespondence[email protected]
Pages 467-488 | Received 17 Jun 2013, Accepted 08 Sep 2014, Published online: 24 Nov 2014

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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, Richard Walsh & Kevin Burke. (2021) The ‘Mathematics Problem’ and preservice post primary mathematics teachers – analysing 17 years of diagnostic test data. International Journal of Mathematical Education in Science and Technology 52:2, pages 259-281.
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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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Richard Walsh, Olivia Fitzmaurice & John O’Donoghue. (2017) What Subject Matter Knowledge do second-level teachers need to know to teach trigonometry? An exploration and case study. Irish Educational Studies 36:3, pages 273-306.
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