Goos, M., Geiger, V., Dole, S., Forgasz, H., & Bennison, A. (2019). Numeracy across the curriculum: Research-based strategies for enhancing teaching and learning. Sydney: Allen and Unwin.
Keogh, J. J., Maguire, T., & O’Donoghue, J. (2018). Adults, mathematics and work. Leiden, Netherlands: Brill.
Maasz, J., O'Meara, N., Johnson, P. & O'Donoghue, J. (2018) Mathematical Modelling for Teachers: A practical guide to applicable mathematics education. Netherlands: Springer.
Safford-Ramus, K. Keogh, J., O’Donoghue, J., & Maguire, T. (Eds.) (2018). Adults Learning Mathematics – A Research Forum 1993-2018. London: Adults Learning Mathematics – A Research Forum.
Goos, M. (2019) Publishing for international impact in mathematics education research journals. In K. Leatham (Ed.), Designing, conducting, and publishing quality research in mathematics education (pp. 213-225). Cham: Springer.
Goos, M. (2019). Educational Studies in Mathematics: Shaping the field. In G. Kaiser & N. Presmeg (Eds.), Compendium for early career researchers in mathematics education (pp. 377-391). Cham, Switzerland: Springer
Goos, M. (2018). Commentary – Classroom-based interventions in different subject areas: Sharing meaning across researchers and practitioners. In G. Stylianides & A. Childs (Eds.), Classroom-based interventions across subject areas (pp. 184-194. London: Routledge.
Goos, M. (accepted 3 March 2018). Crossing boundaries: Fostering collaboration between mathematics educators and mathematicians in initial teacher education programs. In B. Sims (Ed.), Proceedings of the Jon Borwein Commemorative Conference. New York: Springer.
Goos, M. (2018). The mathematics learning area: Conforming, reforming, or transforming? In A. Reid & D. Price (Eds.), The Australian curriculum: Promises, problems, and possibilities (pp. 55-64). Canberra: Australian Curriculum Studies Association.
O’Donoghue, J. (2018). Mathematics education and adult learners in Ireland. In Safford-Ramus, J. Maasz, & E. Suss-Stepancik (Eds.), Contemporary Research in Adult and Lifelong Learning in Mathematics: International Perspectives (pp. 39-59). Switzerland: Springer.
O’Donoghue, J., & Fitzmaurice, O (2015).Embedding a scholarly element into your teaching. In Grove, M., Croft, T., Kyle, J., & D. Lawson (Eds.), Transitions in Undergraduate Mathematics Education (pp. 277-291). Birmingham, UK: University of Birmingham.
Coben D., O’Donoghue J. (2014) Adults Learning Mathematics. In: Lerman S. (eds) Encyclopedia of Mathematics Education. Springer, Dordrecht
Refereed Journal Articles
Goos, M., Bennison, A., Quirke, S. O’Meara, N. & Vale, C. (2019) Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics. In Potari, D. & Chapman, O. (Eds) International Handbook of Mathematics Teacher Education: Volume 1, 2nd Ed., Netherlands: Brill, 211 – 240.
O’Meara, N., Johnson, P. & Leavy, A. (2019). A comparative study investigating the use of manipulatives at the transition from primary to post-primary education. International Journal of Mathematics in Science and Technology Education. DOI: 10.1080/0020739X.2019.1634842
Fitzmaurice, O., O’Meara, N., Johnson, P. & Lacey, S. (2019). ‘Crossing the equals sign’: Insights into pre-service teachers’ understanding of linear equations. Asia-Pacific Journal of Teacher Education, 47(4). 361-382.
Treacy, P., Prendergast, M. & O’Meara, N. (2019). A “new normal”: Teachers’ experiences of the day-to-day impact of incentivising the study of advanced mathematics. Research in Mathematics Education. DOI: 10.1080/14794802.2019.1668832
Lane, C., O’Meara, N. & Walsh, R. (2019). Pre-service teachers’ use of the mathematical register. Issues in Educational Research, 29(3). 790-806
Goos, M., & Kaya, S. (2019). Understanding and promoting students’ mathematical thinking: A review of research published in ESM. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-019-09921-7
Maass, K., Geiger, V., Romero Ariza, M., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM Mathematics Education, 51(6), 869-884.
Goos, M., & Bennison, A. (2019). A zone theory approach to analyzing identity formation in mathematics education. ZDM Mathematics Education, 51(3), 405-418. doi: 10.1007/s11858-018-1011-8
Kelly, R., Erduran, S. (2019) Understanding aims and values of science: developments in the Junior Cycle Specifications on nature of science and pre-service science teachers’ views in Ireland. Irish Educational Studies, 38(1), 43-70.
Lane, C. & Ní Ríordáin, M. (2019). Out-of-field teachers’ beliefs and practices: An examination of change and tensions using zone theory. International Journal of Science and Mathematics Education. DOI: https://doi.org/10.1007/s10763-019-09964-5
Kelly, R., McGarr, O., Lehane, L., & Erduran, & S. (January 2019) STEM and gender at university: focusing on Irish undergraduate female students. Journal of Applied Research in Higher Education
O’Meara, N., Prendergast, M., Cantley, I., Harbison, L., & O’Hara, C. (2019). Teachers’ self-perceptions of mathematical knowledge for teaching at the transition between primary and post-primary school. International Journal of Mathematical Education in Science and Technology. DOI: 10.1080/0020739X.2019.1589004.
Prendergast, M., O'Meara, N., O'Hara, C., Harbison, L., & Cantley, I. (2019). Bridging the primary to secondary school mathematics divide: Teachers' perspectives. Issues in Educational Research, 29(1), 243-260.
O’Meara, N., & Prendergast, M. (2019). Teaching mathematics after hours. Journal of Curriculum Studies. DOI: 10.1080/00220272.2018.1535666.
Beswick, K., & Goos, M., (2018). Mathematics teacher educator knowledge: What do we know and where to from here? Journal of Mathematics Teacher Education, 21(5), 417-427. doi.org/10.1007/s10857-018-9416-4
Sawatzki, C., & Goos, M. (2018). Cost, price and profit: What influences students' decisions about fundraising? Mathematics Education Research Journal. doi.org/10.1007/s13394-018-0241-y
Goos, M., Bennison, A., & Proffitt-White, R. (2018) Sustaining and scaling up research-informed professional development for mathematics teachers. Mathematics Teacher Education and Development, 20(2), 133-150.
Goos, M., & Bennison, A. (2018). Boundary crossing and brokering between disciplines in pre-service mathematic teacher education. Mathematics Education Research Journal. doi 10.1007/s13394-017-0232-4
Kelly, R., Erduran, S. (2018) Understanding aims and values of science: developments in the Junior Cycle Specifications on nature of science and pre-service science teachers’ views in Ireland. Irish Educational Studies. doi 10.1080/03323315
Walsh, R., Fitzmaurice, O., O’Donoghue, J. (2017) ‘What Subject Matter Knowledge do second-level teachers need to know to teach trigonometry? An exploration and case study’, Irish Educational Studies, 36: 273-306.
Kelly, R., McLoughlin, E., & Finlayson, O. E. (2016). Analysing student written solutions to investigate if problem-solving processes are evident throughout. International Journal of Science Education, 38(11), 1766-1784
Lane, C., O’Donoghue, J. & Stynes, M. (2016) Examining Post-Primary Students’ Images of Mathematics: Findings from an Investigative Survey in Ireland. International Journal of Mathematical Education in Science and Technology: 47 (7), 1009-1027
Hourigan, M., O'Donoghue, J. (2015) Addressing prospective elementary teachers' mathematics subject matter knowledge through action research. International Journal Of Mathematical Education in Science and Technology, 46: 56-75.
O'Keeffe, L., O'Donoghue, J. (2015). A Role for Language Analysis in Mathematics Textbook Analysis. International Journal of Science and Mathematics Education, 13: 605-630.
Lane, C., O'Donoghue, J., Stynes, M. (2014) The Image of Mathematics held by Irish Post-Primary Students. International Journal of Mathematical Education in Science and Technology, 45 (6):879-891.
Treacy, P., O’Donoghue, J. (2014) Authentic Integration: A model for integrating mathematics and science in the classroom. International Journal of Mathematical Education in Science and Technology, 45 (5): 703- 718.
Prendergast, M., O’Donoghue, J. (2014) Students enjoyed and talked about classes in the corridors: pedagogical framework promoting interest in algebra. International Journal of Mathematical Education in Science and Technology, 45 (6): 795 – 812.
Refereed Conference Papers
Marshman, M., & Goos, M. (2019). Making mathematics teachers: The beliefs about mathematics and mathematics teaching and learning held by mathematics teacher educators and pre-service teachers. In J. Pettigrew, L. Rylands, D. Shearman, & A. Yeung (Eds.), Reflections of change (Proceedings of the 12th Delta conference on the teaching and learning of undergraduate mathematics and statistics, pp. 61-70). Sydney: Western Sydney University and Delta. https://doi.org/10.26183/5d5f53ed9c926
Goos, M., & O’Donoghue, J. (2019). Designing effective professional learning programs for out-of-field mathematics teachers. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.), Proceedings of the 43rd conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 288-295). Pretoria, South Africa: PME.
Goos, M., Ní Ríordáin, M., Lane, C., & Faulkner, F. (2019). Impact of a national professional development program on the beliefs and practices of out-of-field teachers of mathematics. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics education research: Impacting practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia, pp. 316-323). Perth: MERGA.
Goos, M.(2019). Making connections across disciplinary boundaries in pre-service mathematics teacher education. In J. Holm & S. Mathieu-Soucy (Eds.), Proceedings of the 2018 annual meeting of the Canadian Mathematics Education Study Group (pp. 9-20). CMESG/GCEDM. Retrieved 23 May 2019 from http://www.cmesg.org/wp-content/uploads/2019/05/CMESG-2018-1.pdf
Goos, M., & O’Sullivan, K. (2018). A comparative analysis of numeracy as a driver for curriculum reform in Australia and Ireland. Paper to be presented at the ICMI-24 Study Conference on School mathematics curriculum reforms: Challenges, changes and opportunities. Tsukuba, ,Japan, 26-30 November 2018.
Li, K., & Goos, M. (2018). An analysis of patterns of classroom talk in an IT environment. In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10, July, 2018), Kyoto, Japan. Voorburg, The Netherlands: International Statistical Institute.
Bennison, A., Goos, M., & Bielinski, D. (2018). Identifying practices that promote engagement with mathematics among students from disadvantaged backgrounds. In J. Hunter, P. Perger, & L. Darragh (Eds.), Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia, pp. 154-161). Auckland: MERGA.
Marshman, M., & Goos, M. (2018). The beliefs about mathematics, its teaching and learning of those involved in secondary mathematics pre-service teacher education. In J. Hunter, P. Perger, & L. Darragh (Eds.), Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia, pp. 519-526). Auckland: MERGA.
Dole, S., Goos, M., Hilton, A., & Hilton, G. (2018). Authentic numeracy contexts for proportional reasoning – The case of the seven summits. In J. Hunter, P. Perger, & L. Darragh (Eds.), Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia, pp. 59-62). Auckland: MERGA.
Lane, C. (February, 2017). Students’ Images of Mathematics: The role of parents’ occupations. In T. Dooley & G. Gueudet (Eds) Proceedings of the Tenth Congress of European Research in Mathematics Education (pp. 1130 – 1137). Dublin, Ireland: DCU Institute of Education and ERME.
O’Donoghue, J. (2017). Reflections on Adult Mathematics Education: A view from the sidelines. Proceedings of Adults Learning Mathematics – A Research Forum (ALM), NUI Maynooth, Ireland, 16-22. (Keynote address).
McLoughlin, E., Finlayson, O., Kelly, R. (2016) ‘Implementing an Interdisciplinary Science Module’, in J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (Eds.),Electronic Proceedings of the ESERA 2015 Conference. Science Education Research: Engaging learners for a sustainable future, 31st Aug- 4th Sept, Helsinki, Finland. (pp. 2854-2859).
Keogh, J., Maguire, T., O’Donoghue, J. (2016). Re-Contextualising Mathematics for the Workplace. 13th International Congress on Mathematics. Hamburg, ICME: 8.
Kelly, R., Finlayson, O., & McLoughlin, E. (2015) ‘Problem Based Learning: Assessing Student Solutions in an Interdisciplinary Course’, in K., Mårtensson (Chair), Electronic Proceedings of the Inaugural European Conference on the Scholarship of Teaching & Learning: Bridging Boundaries through the Scholarship of Teaching & Learning, Cork 7th- 9th June, Cork: University College Cork, (pp. 74-75).
Keogh, J., Maguire, T., O’Donoghue, J. (2015). Graduate Work-Readiness in the 21st Century. Proceedings of Higher Education in Transformation Conference. Dublin, Ireland.: 385-395
Goos, M. (accepted 3 October 2018). Foreword. In In L. Hobbs & G. Törner (Eds.), Examining the phenomenon of “teaching out-of-field”: International perspectives on teaching as a non-specialist. Springer.
Kelly, R., Erduran, S., Walshe, G., & Guilfoyle, L. (2016) STeP into Science Project: Engaging Students, Teachers and Parents in Debates. Chemistry in Action, 108(2), 7-8.
STEM Education Review Group (O’Donoghue, J, member) (2016). STEM Education in the Irish School System. Dublin: Department of Education and Skills.