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Ms. Niamh O'Meara

Teaching Interests

I teach a range of mathematical modules to undergraduate students across a range of different programmes including students studying Physical Education and Mathematics; Mathematical Sciences; Financial Mathematics and Law Plus, among others. IN the 2018/19 academic year I am responsible for co-ordinating modules in the areas of:
- Algebra & Discrete Mathematics (2 modules)
- Group Theory (1 module)
- Geometry (1 module).
In the past I have co-ordinated a mathematics pedagogy module for undergraduate, pre-service mathematics teachers and I have acted as a guest lecture in the following modules:
- PME Pedagogy
- Number Theory
- Pure Mathematics

Publications

Books

2018

Mathematical Modelling for Teachers: A practical guide to applicable mathematics education
Maasz, J., O'Meara, N., Johnson, P. & O'Donoghue, J.
(2018) Mathematical Modelling for Teachers: A practical guide to applicable mathematics education
Netherlands : Springer
DOI: 10.1007/978-3-030-00431-6

Peer Reviewed Journals

2020

Factors supporting and inhibiting teachers' use of manipulatives around the primary to post-primary education transition
Johnson P.;O'Meara N.;Leavy A.
(2020) Factors supporting and inhibiting teachers' use of manipulatives around the primary to post-primary education transition
In International Journal Of Mathematical Education In Science And Technology;
DOI: 10.1080/0020739X.2020.1736348

2020

Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics
Prendergast M.;O’Meara N.;Treacy P.
(2020) Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics
In Journal Of Curriculum Studies;
DOI: 10.1080/00220272.2020.1790666

2020

Designing a national blended learning program for “out-of-field” mathematics teacher professional development
Goos M.;O’Donoghue J.;Ní Ríordáin M.;Faulkner F.;Hall T.;O’Meara N.
(2020) Designing a national blended learning program for “out-of-field” mathematics teacher professional development
In Zdm - Mathematics Education;
DOI: 10.1007/s11858-020-01136-y
[ULIR]

2020

Framework for analysing continuity in students’ learning experiences during primary to secondary transition in mathematics
Cantley I.;O’Meara N.;Prendergast M.;Harbison L.;O’Hara C.
(2020) Framework for analysing continuity in students’ learning experiences during primary to secondary transition in mathematics
In Irish Educational Studies;
DOI: 10.1080/03323315.2020.1779108

2019

Bridging the primary to secondary school mathematics divide: Teachers' perspectives
Prendergast, M., O'Meara, N., O'Hara, C., Harbison, L. & Cantley, I.
(2019) Bridging the primary to secondary school mathematics divide: Teachers' perspectives
In Issues In Educational Research;

2019

Bridging the primary to secondary school mathematics divide: Teachers’ perspectives
Prendergast M.;O’meara N.;O’hara C.;Harbison L.;Cantley I.
(2019) Bridging the primary to secondary school mathematics divide: Teachers’ perspectives
In Issues In Educational Research;

2019

A comparative study investigating the use of manipulative at the transition from primary to post-primary education
O'Meara, N., Johnson, P. & Leavy, A.
(2019) A comparative study investigating the use of manipulative at the transition from primary to post-primary education
In International Journal Of Mathematical Education In Science And Technology;
DOI: 10.1080/0020739X.2019.1634842

2019

Teachers’ self-perceptions of mathematical knowledge for teaching at the transition between primary and post-primary school
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
In International Journal Of Mathematical Education In Science And Technology;
DOI: 10.1080/0020739X.2019.1589004

2019

A “new normal”: Teachers’ experiences of the day-to-day impact of incentivising the study of advanced mathematics
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
In Research In Mathematics Education;
DOI: 10.1080/14794802.2019.1668832

2019

Pre-service mathematics teachers' use of the mathematics register
Lane C.;O'Meara N.;Walsh R.
(2019) Pre-service mathematics teachers' use of the mathematics register
In Issues In Educational Research;

2019

Teachers' self-perceptions of mathematical knowledge for teaching at the transition between primary and post-primary school
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
In International Journal Of Mathematical Education In Science And Technology;
DOI: https://doi.org/10.1080/0020739X.2019.1589004

2019

Pre-service mathematics teachers' use of the mathematics register
Lane, C., O'Meara, N. and Walsh, R.
(2019) Pre-service mathematics teachers' use of the mathematics register
In Issues In Educational Research;

2018

Teaching Mathematics After Hours
O'Meara, N. & Prendergast, M.
(2018) Teaching Mathematics After Hours
In Journal Of Curriculum Studies;
DOI: 10.1080/00220272.2018.1535666

2018

Time allocated to mathematics in post-primary schools in Ireland: are we in double trouble?
O'Meara, N. & Prendergast, M.
(2018) Time allocated to mathematics in post-primary schools in Ireland: are we in double trouble?
In International Journal Of Mathematical Education In Science And Technology;
DOI: 10.1080/0020739X.2017.1409369

2018

Time allocated to mathematics in post-primary schools in Ireland: are we in double trouble?
O'Meara, N,Prendergast, M
(2018) Time allocated to mathematics in post-primary schools in Ireland: are we in double trouble?
In International Journal Of Mathematical Education In Science And Technology;
DOI: 10.1080/0020739X.2017.1409369

2018

‘Crossing' the equals sign: Insights into pre-service teachers' understanding of linear equations
Fitzmaurice, O., O'Meara, N., Johnson, P. & Lacey, S.
(2018) ‘Crossing' the equals sign: Insights into pre-service teachers' understanding of linear equations
In Asia Pacific Journal of Teacher Education;
DOI: 10.1080/1359866X.2018.1539216

2018

Crossing the equals sign: insights into pre-service teachers' understanding of linear equations
Fitzmaurice, O., O'Meara, N., Johnson, P., & Lacey S.
(2018) Crossing the equals sign: insights into pre-service teachers' understanding of linear equations
In Asia-Pacific Journal of Teacher Education;

2018

`Crossing' the equals sign: insights into pre-service teachers' understanding of linear equations
Fitzmaurice O.;O'Meara N.;Johnson P.;Lacey S.
(2018) `Crossing' the equals sign: insights into pre-service teachers' understanding of linear equations
In Asia-Pacific Journal of Teacher Education;
DOI: 10.1080/1359866X.2018.1539216

2017

A Profile of Mathematics Instruction Time in Irish Second Level Schools
Prendergast, M. & O'Meara, N.
(2017) A Profile of Mathematics Instruction Time in Irish Second Level Schools
In Irish Educational Studies;
DOI: 10.1080/03323315.2016.1229209

2017

Old Habits Die Hard: An uphill struggle against rules without reason
O'Meara, N. , Fitzmaurice, O. & Johnson, P.
(2017) Old Habits Die Hard: An uphill struggle against rules without reason

2017

A profile of mathematics instruction time in Irish second level schools
Prendergast, M,O'Meara, N
(2017) A profile of mathematics instruction time in Irish second level schools
In Irish Educational Studies;
DOI: 10.1080/03323315.2016.1229209

2017

Assigning Mathematics Instruction Time in Secondary Schools: What are the influential factors
Prendergast, M. & O'Meara, N.
(2017) Assigning Mathematics Instruction Time in Secondary Schools: What are the influential factors
In International Journal Of Mathematical Education In Science And Technology;
DOI: 10.1080/0020739X.2016.1192231

2016

Assigning mathematics instruction time in secondary schools: what are the influential factors?
Prendergast, M,O'Meara, N
(2016) Assigning mathematics instruction time in secondary schools: what are the influential factors?
In International Journal Of Mathematical Education In Science And Technology;
DOI: 10.1080/0020739X.2016.1192231

2014

Mathematical Thinking: Challenging prospective teachers to do more than talk the talk.
Prendergast, M, Johnson, P. Fitzmaurice, O., Liston, M., O'Keeffe, L. & O'Meara, N..
(2014) Mathematical Thinking: Challenging prospective teachers to do more than talk the talk.
In International Journal Of Mathematical Education In Science And Technology;
DOI: 10.1080/0020739X.2013.868538

Other Journals

2016

A Time Profile of Mathematics in a "Gap Year" in Irish Secondary Schools
Prendergast, M. & O'Meara, N.
(2016) A Time Profile of Mathematics in a "Gap Year" in Irish Secondary Schools
In European Journal of Science and Mathematics Education ;

Conference Publications

2018

24th ICMI Study Group Meeting on School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities
O'Meara, N., Fitzmaurice, O., Johnson, P., Prendergast, M., and Freemyer, J.
(2018) 24th ICMI Study Group Meeting on School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities
Tsukuba, Japan

2016

13th International Congress of Mathematics Education (ICME)
Fitzmaurice, O., Johnson, P., O'Meara, N., and Lacey, S.
(2016) 13th International Congress of Mathematics Education (ICME)
Hamburg, Germany

2013

Educational Studies Association of Ireland
Liston, M., Fitzmaurice, O., Johnson, P., O'Meara, N., O'Keeffe, L. and Prendergast, M.
(2013) Educational Studies Association of Ireland
Limerick, Ireland

Published Reports

2017

Time in Mathematics Education: A national study analysing the time allocated to mathematics in Ireland.
O'Meara, N. & Prendergast, M.
(2017) Time in Mathematics Education: A national study analysing the time allocated to mathematics in Ireland.
Limerick : EPISTEM

Articles

2018

Teaching mathematics after hours
O’Meara N.;Prendergast M.
(2018) Teaching mathematics after hours
In Journal Of Curriculum Studies;
DOI: 10.1080/00220272.2018.1535666