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Research in Mathematics Education Volume 22, 2020 - Issue 3
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Articles

A “new normal”: Teachers’ experiences of the day-to-day impact of incentivising the study of advanced mathematics

Páraic TreacySchool of Education, University of Brighton, Brighton, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6447-1798View further author information
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Mark PrendergastSchool of Education, Trinity College Dublin, Dublin, IrelandORCID Iconhttps://orcid.org/0000-0002-1766-7421View further author information
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Niamh O’MearaEPISTEM, School of Education, University of Limerick, Limerick, IrelandORCID Iconhttps://orcid.org/0000-0002-6959-2783View further author information
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Pages 233-248 | Received 09 Jan 2019, Accepted 11 Sep 2019, Published online: 21 Oct 2019

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Read on this site (2)

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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Articles from other publishers (2)

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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Olivia Fitzmaurice, Niamh O’Meara & Patrick Johnson. (2021) Highlighting the Relevance of Mathematics to Secondary School Students – Why and How. European Journal of STEM Education 6:1, pages 07.
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