Ms. Niamh O'Meara

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

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]

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; pp. 243-260

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; pp. 243-260

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

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

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

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; pp. 790-806

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

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; pp. 790-806

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; pp. 1-22

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; pp. 501-516
DOI: 10.1080/0020739X.2017.1409369

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; pp. 501-516
DOI: 10.1080/0020739X.2017.1409369

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

‘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; pp. 1-22
DOI: 10.1080/1359866X.2018.1539216

`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

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; pp. 1137-1155
DOI: 10.1080/0020739X.2016.1192231

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; pp. 133-150
DOI: 10.1080/03323315.2016.1229209

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
pp. 91-109

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; pp. 133-150
DOI: 10.1080/03323315.2016.1229209

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; pp. 1137-1155
DOI: 10.1080/0020739X.2016.1192231

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; pp. 635-647
DOI: 10.1080/0020739X.2013.868538

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 ; pp. 293-304

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