Faculty Publications


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.

Book Chapters

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.