2021

Ní Fhloinn, Eabhnat ORCID: 0000-0002-3840-2115 and Carr, Michael ORCID: 0000-0003-2474-0890 (2021) Mathematics learning support in higher education. In: Fidalgo, Carla, (ed.) Docência da Matemática no Ensino Superior. Estratégias de Ensino e Sucesso Académico: Boas Práticas no Ensino Superior, 9 . CINEP/IPC, Coimbra, Portugal, pp. 5-28. ISBN 978-989-54520-6-4

2020

Nic Mhuirí, Siún ORCID: 0000-0001-5008-5573 (2020) Measures in the senior primary classes. Technical Report. NCCA.

Nic Mhuirí, Siún ORCID: 0000-0001-5008-5573 (2020) Shape and space in the senior primary classes. Technical Report. NCCA.

Nic Mhuirí, Siún ORCID: 0000-0001-5008-5573 and Noone, Seán (2020) Supporting all learners in mathematics through universal design for learning. In: ILSA Annual Conference 2020, 2-3 Oct 2020, Online.

2019

Cliffe, Emma, Mac an Bhaird, Ciarán ORCID: 0000-0003-2863-3398, Ní Fhloinn, Eabhnat ORCID: 0000-0002-3840-2115 and Trott, Clare (2019) Mathematics instructors’ awareness of accessibility barriers for disabled students. Teaching Mathematics and its Applications: An International Journal of the IMA, 39 (3). pp. 184-200. ISSN 0268-3679

Nic Mhuirí, Siún ORCID: 0000-0001-5008-5573, Twohill, Aisling and Harbison, Lorraine ORCID: 0000-0002-1945-7241 (2019) Investigating mathematics teacher efficacy beliefs in primary initial teacher education. In: Seventh Conference on Research in Mathematics Education in Ireland (MEI7), 11 – 12 Oct 2019, Dublin, Ireland. ISBN 978-1-873769-95-9

Nic Mhuirí, Siún ORCID: 0000-0001-5008-5573, Farrell, Thérèse, Gillic, Córa and Kingston, Mary ORCID: 0000-0003-0817-6230 (2019) Planning for teaching early mathematics: negotiation of shared intentions. In: Seventh Conference on Research in Mathematics Education in Ireland (MEI 7), 11 – 12 Oct 2019, Dublin, Ireland. ISBN 978-1-873769-95-9

Harbison, Lorraine ORCID: 0000-0002-1945-7241, Prendergast, Mark ORCID: 0000-0002-1766-7421, O'Meara, Niamh ORCID: 0000-0002-6959-2783, Cantley, Ian ORCID: 0000-0002-8995-6281 and O'Hara, Clare (2019) Teacher efficacy beliefs at the horizon between primary and secondary school mathematics education. In: ESAI 2019, 11-13 Apr 2019, Sligo.

Nic Mhuirí, Siún ORCID: 0000-0001-5008-5573 (2019) A lens on two classrooms: implications for research on teaching. In: Eleventh Congress of the European Society for Research in Mathematics Education ( CERME11), 6-10 Feb 2019, Utrecht, Netherlands.

Sakonidis, Charalampos, Mosvold, Reidar ORCID: 0000-0002-0003-6770, Drageset, Ove Gunnar ORCID: 0000-0002-4723-7932, Nic Mhuirí, Siún ORCID: 0000-0001-5008-5573 and Taylan, Rukiye Didem (2019) Introduction to the papers of TWG19:mathematics teaching and teacher practice(s). In: Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), 6-10 Feb 2019, Utrecht, Netherlands.

Harbison, Lorraine ORCID: 0000-0002-1945-7241 and McGill, Shauna ORCID: 0000-0002-7748-087X (2019) Universal design for learning as a context for embedding technology in primary school mathematics. Project Report. SCoTENS. ISBN 978-1-906444-85-3

2018

Moynihan, Richard (2018) Developing and assessing student’s conceptual understanding of electrostatics in upper secondary physics. PhD thesis, Dublin City University.

Comiskey, Stephen (2018) Developing and evaluating second level teachers’ technology integration in classroom practice. PhD thesis, Dublin City University.

Chadwick, Ruth (2018) Development and assessment of scientific literacy for secondary level science education. PhD thesis, Dublin City University.

Nic Mhuirí, Siún ORCID: 0000-0001-5008-5573, Harbison, Lorraine ORCID: 0000-0002-1945-7241 and Twohill, Aisling ORCID: 0000-0003-1156-9983 (2018) Design and redesign: investigating mathematics teacher efficacy in primary initial teacher education. In: European Conference on Education Research (ECER), 4 - 7 Sept 2018, Bolzano, Italy.

Twohill, Aisling ORCID: 0000-0003-1156-9983, Nic Mhuirí, Siún ORCID: 0000-0001-5008-5573 and Harbison, Lorraine ORCID: 0000-0002-1945-7241 (2018) Investigating the mathematics teaching efficacy beliefs of student teachers. In: 42nd Annual Meeting of the International Group for the Psychology of Mathematics Education (PME42), 3 - 8 Jul 2018, Umeå, Sweden. ISBN 978-91-7601-902-3

Ní Fhloinn, Eabhnat ORCID: 0000-0002-3840-2115, Nolan, Brien C. ORCID: 0000-0002-9356-6833, Candido, Giulio H. and Guerrero, Shannon M. ORCID: 0000-0002-9229-4020 (2018) Pre-service versus in-service mathematics teachers’ opinions of mathematics reform in post-primary schools in Ireland. Irish Educational Studies, 37 (4). pp. 431-452. ISSN 0332-3315

Jacob, Maria and Ní Fhloinn, Eabhnat ORCID: 0000-0002-3840-2115 (2018) A quantitative, longitudinal analysis of the impact of mathematics support in an Irish university. Teaching Mathematics and its Applications, 38 (4). pp. 216-229. ISSN 0268-3679

Harbison, Lorraine ORCID: 0000-0002-1945-7241, Twohill, Aisling ORCID: 0000-0003-1156-9983 and Nic Mhuirí, Siún ORCID: 0000-0001-5008-5573 (2018) Associations of students self-reported efficacy beliefs towards mathematics education on completion of their first year in initial teacher education. In: 42nd ATEE Annual Conference, 23 - 25 Oct 2017, Dubrovnik, Croatia.

2017

Carr, Enda P. (2017) Creating a model of conceptual change. PhD thesis, Dublin City University.

Murphy, Adam (2017) Dissemination vs. dialogue: an analysis of public engagement in science online. Master of Science thesis, Dublin City University.

Hinch, Leeanne (2017) Influencing pre-service science teachers' approach to inquiry and assessment. PhD thesis, Dublin City University.

Wynne, Caitriona and Harbison, Lorraine ORCID: 0000-0002-1945-7241 (2017) The application of the Universal Design for Learning framework to task design in order to support lower attaining children in the primary school mathematics classroom. In: Tenth Congress of the European Society for Research in Mathematics Education (CERME 10), 1-5 Feb 2017, Dublin, Ireland.

2016

Ní Fhloinn, Eabhnat ORCID: 0000-0002-3840-2115, Fitzmaurice, Olivia, Mac an Bhaird, Ciarán ORCID: 0000-0003-2863-3398 and O'Sullivan, Ciarán (2016) Gender differences in the level of engagement with mathematics support in higher education in Ireland. International Journal of Research in Undergraduate Mathematics Education, 2 (3). pp. 297-317. ISSN 2198-9745

2014

Ní Fhloinn, Eabhnat ORCID: 0000-0002-3840-2115, Fitzmaurice, Olivia, Mac an Bhaird, Ciarán ORCID: 0000-0003-2863-3398 and O'Sullivan, Ciarán (2014) Student perception of the impact of mathematics support in higher education. International Journal of Mathematical Education in Science & Technology, 45 (7). pp. 953-967. ISSN 0020-739X

Corbett, Catherine (2014) Change in science teacher practice towards IBSE. Master of Science thesis, Dublin City University.

Garzon, Isabel, De Cock, Mieke, Zuza, Kristina, van Kampen, Paul and Guisasola, Jenaro (2014) Probing university students’ understanding of electromotive force in electricity. American Journal of Physics, 82 (1). pp. 72-81. ISSN 0002-9505

2013

Doughty, Leanne (2013) Designing, implementing and assessing guided-inquiry based tutorials in introductory physics. PhD thesis, Dublin City University.

Carr, Michael, Bowe, Brian and Ní Fhloinn, Eabhnat ORCID: 0000-0002-3840-2115 (2013) Core skills assessment to improve mathematical competency. European Journal of Engineering Education, 38 (6). pp. 608-619. ISSN 0304-3797

2012

McLoughlin, Eilish ORCID: 0000-0001-7991-7134, Finlayson, Odilla and Brady, Sarah (2012) Inquiry based science education providing authentic experiences for the classroom. Public Service Review: European Science & Technology, 11 . pp. 26-27. ISSN 2045-3876

Ní Fhloinn, Eabhnat ORCID: 0000-0002-3840-2115, Mac an Bhaird, Ciarán ORCID: 0000-0003-2863-3398 and Nolan, Brien C. (2012) Appropriate settings and supports for third level diagnostic testing in mathematics. In: SMEC 2012: Science and Mathematics Education Conference, 7-9 June 2012, Dublin, Ireland.

2010

Smith, David (2010) Enhancing student learning and conceptual understanding of electric circuits. PhD thesis, Dublin City University.

2008

McLoughlin, Eilish ORCID: 0000-0001-7991-7134 (2008) Enhancing the learning environment using classroom response systems. In: ISEE-08 - International Symposium for Engineering Education, 8-10 September 2008, Dublin City University, Ireland. ISBN 1872327737