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, 2^nd 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.