Research on knowledge and affect in teacher education

Producció científica

!!Research output per year 2006 2016 2019 2021 2022 2024 2026

• 37 Article
• 5 Conference contribution
• 3 Chapter
• 1 Abstract
• 1 Més
  • 1 Doctoral Thesis

!!Research output per year

!!Research output per year

Resultats de la cerca

• 2026

  “Rather than Simply Learning Statistics, We Aimed to Learn About the Bees, From the Bees”: An Exploration of the Factors Influencing the Development of Positive Teacher Attitudes Toward Statistics

  Fitzpatrick, M., Leavy, A. & Hourigan, M., 7 de gen. 2026, In: Journal of Statistics and Data Science Education.

  Producció científica: Article › Avaluat per experts

  Accés Obert

  • Economic and Social Development 100%
  • Teacher Attitudes 100%
  • Pre-Service Teacher 50%
  • Mathematics 25%
  • Lesson Study 25%

• 2025

  Exploring the plight of the honeybee: Using Data Sensors and CODAP to support emerging bilingual learners in reasoning about big statistical ideas

  Leavy, A. M., Hourigan, M. & Fitzpatrick, M., 14 de gen. 2025, In: Statistics Education Research Journal. 23, 2, pàg. 1-24 24 pàg.

  Producció científica: Article › Avaluat per experts

  • Economic and Social Development 100%
  • Lesson Study 100%
  • Statistics Education 100%
  • Digitization 100%
  • Science, Technology, Engineering and Mathematics 100%

  4 Cites (Scopus)

• 2024

  Attending to task variables when engaging in group problem posing for elementary level mathematics

  Leavy, A. & Hourigan, M., 1 de març 2024, In: Journal of Mathematical Behavior. 73, 101128.

  Producció científica: Article › Avaluat per experts

  Accés Obert

  • Mathematics 100%
  • Posed Problem 100%
  • Problem Situation 100%
  • Focused Attention 100%
  • Initial Problem 50%

  7 Cites (Scopus)

• Charting the Professional Development Journey of Irish Primary Teachers as They Engage in Lesson Study

  Hourigan, M. & Leavy, A. M., 12 de juny 2024, In: Sustainability (Switzerland). 16, 12, 23 pàg., 4997.

  Producció científica: Article › Avaluat per experts

  Accés Obert

  • Professional Development 100%
  • Lesson Study 100%
  • Primary Teacher 100%
  • Economic and Social Development 100%
  • Educational Context 22%

  3 Cites (Scopus)

• Drawing the past to envision the future: supporting the development of primary STEM teacher identity

  Fitzpatrick, M., 2 de juny 2024, In: Irish Educational Studies.

  Producció científica: Article › Avaluat per experts

  2 Cites (Scopus)

• Implementation of Lesson Study in the context of STEM education in a rural setting in Ireland: challenges and opportunities

  Flanagan, B., Hourigan, M. & Leavy, A., 19 de març 2024, In: International Journal for Lesson and Learning Studies. 13, 2, pàg. 57-70 14 pàg.

  Producció científica: Article › Avaluat per experts

  • Mathematics Education 100%
  • Lesson Study 100%
  • Science Education 100%
  • Science, Technology, Engineering and Mathematics 100%
  • Ireland 100%

  8 Cites (Scopus)

• Mathifying STEM or STEMifying Math? Challenges and possibilities for mathematics learning within integrated STEM contexts.

  FITZPATRICK, M., CLEARY, C. & Leavy, A., 1 de gen. 2024, The Contribution of Mathematics to School STEM Education: Current Understandings. : Current Understandings. Singapore: Springer Nature, pàg. 113-133 21 pàg.

  Producció científica: Chapter › Avaluat per experts

  • Mathematics 100%
  • Science, Technology, Engineering and Mathematics 100%
  • Mathematics Educator 20%
  • Economic and Social Development 10%
  • Pre-Service Teacher 10%

  1 Citació (Scopus)

• Pre-service primary teachers’ mathematics teaching efficacy on entry to initial teacher education

  Hourigan, M. & Leavy, A., 2024, In: European Journal of Mathematics and Science Education. 3, 1, pàg. 17 33 pàg.

  Producció científica: Article › Avaluat per experts

  • Teacher Education 100%
  • Teaching Mathematics 100%
  • Mathematics 12%
  • Teaching Practice 12%
  • Student Learning 12%

• Primary teachers’ learning experiences of integrated STEM education

  Flanagan, B., Hourigan, M. & Leavy, A., 11 de juny 2024, In: Journal of Early Childhood Research.

  Producció científica: Article › Avaluat per experts

  • Mathematics Education 100%
  • Teacher Learning 100%
  • Science Education 100%
  • Science, Technology, Engineering and Mathematics 100%
  • Learning Experiences 100%

  6 Cites (Scopus)

• The complexities of assuming the ‘teacher of teachers’ role during lesson study

  Hourigan, M. & Leavy, A. M., 2024, In: Professional Development in Education. 50, 4, pàg. 655-668 14 pàg.

  Producció científica: Article › Avaluat per experts

  • Lesson Study 100%
  • Teacher Role 100%
  • In-service Teachers 60%
  • Mathematics 40%
  • Professional Development 40%

  8 Cites (Scopus)

• 2023

  Busy helping bees!! Working scientifically in the early years to solve meaningful problems.

  Hourigan, M. & Leavy, A., 2023, In: Primary Science (Association of Science Education Journal). 176, pàg. 13-16

  Producció científica: Article › Avaluat per experts

• 'I Have Seen STEM in Action and It's Quite Do-able!' The Impact of an Extended Professional Development Model on Teacher Efficacy in Primary STEM Education

  O’Dwyer, A., Hourigan, M., Leavy, A. M. & Corry, E., de juny 2023, In: International Journal of Science and Mathematics Education. 21, pàg. 131-157 27 pàg.

  Producció científica: Article › Avaluat per experts

  Accés Obert

  • Mathematics Education 100%
  • Professional Development 100%
  • Development Model 100%
  • Science Education 100%
  • Science, Technology, Engineering and Mathematics 100%

  23 Cites (Scopus)

• Prospective primary teachers’ efficacy to teach mathematics: measuring efficacy beliefs and identifying the factors that influence them

  Leavy, A., Bjerke, A. H. & Hourigan, M., de març 2023, In: Educational Studies in Mathematics. 112, 3, pàg. 437-460 24 pàg.

  Producció científica: Article › Avaluat per experts

  Accés Obert

  • Efficacy Belief 100%
  • Rasch Analysis 16%

  10 Cites (Scopus)

• 2022

  Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter writing initiative

  Leavy, A. & Hourigan, M., de juny 2022, In: Journal of Mathematics Teacher Education. 25, 3, pàg. 293-320 28 pàg.

  Producció científica: Article › Avaluat per experts

  • Primary Teacher 100%
  • Mathematical Content 100%
  • Multiple Solution 100%
  • Posed Problem 100%
  • Mathematical Problem 100%

  30 Cites (Scopus)

• Developing multiplicative thinking and algebraic reasoning by solving a practical problem: The skyscraper growing pattern problem

  Hourigan, M. & Leavy, A., 2022, In: Australian Primary Mathematics Classroom. 27, 4, pàg. 35 40 pàg.

  Producció científica: Article › Avaluat per experts

  • Multiplicative 100%

• Elementary teachers’ experience of engaging with Teaching Through Problem Solving using Lesson Study

  Hourigan, M. & Leavy, A. M., 13 de maig 2022, In: Mathematics Education Research Journal. 35, 4, pàg. 901-927 27 pàg.

  Producció científica: Article › Avaluat per experts

  Accés Obert

  • Lesson Study 100%
  • Mathematics 66%
  • Mathematics Education 33%
  • Professional Development 33%
  • Teacher Educators 33%

  17 Cites (Scopus)

• The Framework for Posing Elementary Mathematics Problems (F-PosE): Supporting Teachers to Evaluate and Select Problems for Use in Elementary Mathematics

  Leavy, A. & Hourigan, M., de set. 2022, In: Educational Studies in Mathematics. 111, 1, pàg. 147-176 30 pàg.

  Producció científica: Article › Avaluat per experts

  • Mathematics 100%
  • Mathematics Problem 100%
  • Decision-Making Process 40%
  • Prospective Teacher 28%
  • Cultural Contexts 20%

  24 Cites (Scopus)

• 2021

  A case study exploring primary teachers’ experiences of a STEM education school-university partnership

  Hamilton, M., O’ Dwyer, A., Leavy, A., Hourigan, M., Carroll, C. & Corry, E., 14 de maig 2021, In: Teachers and Teaching: Theory and Practice. 27, 1-4, pàg. 17-31 15 pàg.

  Producció científica: Article › Avaluat per experts

  • Co-creation 100%

  16 Cites (Scopus)

• Data Modeling and Informal Inferential Reasoning: Mathematical Modelling in the Early Years

  Leavy, A. & Hourigan, M., 2021, Exploring Mathematical Modeling in the Early Grades. Springer Nature, pàg. 67-94 442 pàg.

  Producció científica: Chapter › Avaluat per experts

• Developing potentiality: pre-service elementary teachers as learners of language immersion teaching

  Ó Ceallaigh, T. J., Hourigan, M. & Leavy, A., 2021, In: International Journal of Bilingual Education and Bilingualism. 24, 4, pàg. 515-532 18 pàg.

  Producció científica: Article › Avaluat per experts

  • Potentiality 100%

  24 Cites (Scopus)

• Lesson study as a vehicle to promote and support collaborative professional development in STEM education in the early years of primary school

  Flanagan, B., Leavy, A. & Hourigan, M., 2021, Proceedings Eighth Conference on Research in Mathematics Education in Ireland (MEI8): Accessing Mathematics: Inspiring Engaged Communities. Kingston, M. & Grimes, P. (ed.). pàg. 79-85

  Producció científica: Conference contribution › Avaluat per experts

  • Professional Development 100%
  • Lesson Study 100%
  • Primary Schools 100%
  • Collaboration 100%
  • Engineering 100%

• Malleable or fixed? Exploring pre-service primary teachers’ attitudes towards statistics

  Leavy, A. M., Hourigan, M., Murphy, B. & Yilmaz, N., 2021, In: International Journal of Mathematical Education in Science and Technology. 52, 3, pàg. 427-451 25 pàg.

  Producció científica: Article › Avaluat per experts

  Accés Obert

  • Teacher Attitudes 100%
  • Statistics Education 100%
  • Pre-Service Teacher 50%
  • Mathematics 25%
  • Teacher Education 25%

  10 Cites (Scopus)

• 2020

  Posing mathematically worthwhile problems: developing the problem-posing skills of prospective teachers

  Leavy, A. & Hourigan, M., 1 d’ag. 2020, In: Journal of Mathematics Teacher Education. 23, 4, pàg. 341-361 21 pàg.

  Producció científica: Article › Avaluat per experts

  • Correct Solution 100%
  • School Mathematics 100%
  • Education Program 100%
  • Teacher Education 100%
  • Education 100%

  71 Cites (Scopus)

• Pre-service teachers’ understanding of probabilistic fairness: analysis of decisions around task design

  Hourigan, M. & Leavy, A. M., 2 d’oct. 2020, In: International Journal of Mathematical Education in Science and Technology. 51, 7, pàg. 997-1019 23 pàg.

  Producció científica: Article › Avaluat per experts

  • Preservice Teacher 100%
  • Task Design 100%
  • Probability Theory 80%
  • Probability 75%
  • Preservice Elementary Teacher 25%

  13 Cites (Scopus)

• Unpacking the dimensions of immersion teacher educator identity

  Leavy, A., Hourigan, M. & O'Ceallaigh, T., 2020, Teacher Education and Professional Development for Immersion and Content-based Instruction. Cammarata, L. & O'Ceallaigh, T. J. (ed.). John Benjamins Publishing Company, pàg. 67-92 (Benjamin's Current Topics Book Series).

  Producció científica: Chapter › Avaluat per experts

  • Teacher Educators 100%
  • Communities-Of-Practice 42%
  • Professional Identity 28%
  • Mathematics 14%
  • Lesson Study 14%

• 2019

  Comhtháthú an ábhair agus na teanga i gcomhthéacs an tumoideachais: Múinteoirí bunscoile réamhsheirbhíse ag foghlaim le fócas

  O'Ceallaigh, T., Hourigan, M. & Leavy, A., 2019, In: ComharTaighde.

  Producció científica: Article › Avaluat per experts

• Developing mathematical literacy: A report of the potential use of Lesson Study within ITE

  Hourigan, M. & Leavy, A., 2019, Proceedings of Seventh Conference on Research in Mathematics Education in Ireland (MEI7): Mathematical Literacy, throughout and beyond education. Harbison, L. & Twohill, A. (ed.). pàg. 123-130

  Producció científica: Conference contribution › Avaluat per experts

  • Lesson Study 100%
  • Mathematics 50%
  • Teacher Education 50%
  • Student Teachers 25%
  • Mathematics Education 25%

• Learning from teaching: pre-service primary teachers’ perceived learning from engaging in formal Lesson Study

  Hourigan, M. & Leavy, A. M., 2019, In: Irish Educational Studies. 38, 3, pàg. 283-308 26 pàg.

  Producció científica: Article › Avaluat per experts

  • Lesson Study 100%
  • Mathematics 14%
  • Teacher Education 14%
  • Professional Development 14%
  • Self-Report 14%

  24 Cites (Scopus)

• The influence of entry route to teaching on Irish pre-service primary teachers’ attitudes towards mathematics

  Hourigan, M. & Leavy, A. M., 9 d’ag. 2019, In: Journal of Further and Higher Education. 43, 7, pàg. 869-883 15 pàg.

  Producció científica: Article › Avaluat per experts

  • Pre-Service Teacher 100%
  • Teacher Attitudes 100%
  • Teaching Profession 100%
  • Mathematics Education 50%
  • Education Program 50%

  6 Cites (Scopus)

• 2018

  The beliefs of ‘Tomorrow's Teachers’ about mathematics: precipitating change in beliefs as a result of participation in an Initial Teacher Education programme

  Leavy, A. & Hourigan, M., 4 de jul. 2018, In: International Journal of Mathematical Education in Science and Technology. 49, 5, pàg. 759-777 19 pàg.

  Producció científica: Article › Avaluat per experts

  • Mathematics 100%
  • Teacher Education Program 100%
  • Mathematics Education 42%
  • Teacher Education 28%
  • Pre-Service Teacher 28%

  15 Cites (Scopus)

• Unpacking Dimensions of Immersion Teacher Educator Identity.

  Leavy, A., Hourigan, M. & O'Ceallaigh, T., 23 d’oct. 2018, In: Journal of Immersion and Content-based Language Education. 6, 2, pàg. 218-243

  Producció científica: Article › Avaluat per experts

  • Teacher Educators 100%
  • Communities-Of-Practice 42%
  • Professional Identity 28%
  • Mathematics 14%
  • Lesson Study 14%

• Using Lesson Study to Support the Teaching of Early Number Concepts: Examining the Development of Prospective Teachers’ Specialized Content Knowledge

  Leavy, A. & Hourigan, M., 1 de gen. 2018, In: Early Childhood Education Journal. 46, 1, pàg. 47-60 14 pàg.

  Producció científica: Article › Avaluat per experts

  • Lesson Study 100%
  • Content Knowledge 100%
  • Mathematics Education 33%
  • Knowledge Development 33%
  • Educational Environment 33%

  34 Cites (Scopus)

• 2017

  Exploring the Impact of Reform Mathematics on Entry-Level Pre-service Primary Teachers Attitudes Towards Mathematics

  Leavy, A., Hourigan, M. & Carroll, C., 1 de març 2017, In: International Journal of Science and Mathematics Education. 15, 3, pàg. 509-526 18 pàg.

  Producció científica: Article › Avaluat per experts

  • Teacher Attitudes 100%
  • Entry Level 100%
  • Education Program 50%
  • Pre-Service Teacher 50%
  • Teacher Education Schools 50%

  23 Cites (Scopus)

• Preservice Primary Teachers' Geometric Thinking: Is Pre-Tertiary Mathematics Education Building Sufficiently Strong Foundations?

  Hourigan, M. & Leavy, A. M., 2 d’oct. 2017, In: Teacher Educator. 52, 4, pàg. 346-364 19 pàg.

  Producció científica: Article › Avaluat per experts

  • Mathematics Education 100%
  • Pre-Service Teacher 100%
  • Teacher Education 66%
  • Entry Level 66%
  • Teacher Knowledge 66%

  12 Cites (Scopus)

• Rate your course! Student teachers’ perceptions of a primary pre-service mathematics education programme

  Hourigan, M. & Leavy, A. M., 2 de nov. 2017, In: Journal of Curriculum Studies. 49, 6, pàg. 802-829 28 pàg.

  Producció científica: Article › Avaluat per experts

  • Student Teachers 100%
  • Mathematics Education 100%
  • Teacher Perceptions 100%
  • Education Programs 100%
  • Mathematics 40%

  8 Cites (Scopus)

• 2016

  An bhearna idir an teanga agus an tábhar a dhúnadh sa tumoideachas: Cur chuige bunaithe ar staidéar ceachta

  O'Ceallaigh, T., Leavy, A. & Hourigan, M., 2016, An Chéad Chomhdháil Taighde Uile-Oileánda ar an Tumoideachas: Imeachtaí Comhdhála . O'Ceallaigh, T. J. & Ó Laoire, M. (ed.). pàg. 97-106

  Producció científica: Conference contribution › Avaluat per experts

• The effect of reform curricula on pre-service teachers' attitude towards mathematics on entry to initial teacher education

  Carroll, C., Hourigan, M. & Leavy, A., 2016, pàg. 31. 1 pàg.

  Producció científica: Abstract

  • Mathematics 100%
  • Teacher Education 100%
  • Pre-Service Teacher 100%
  • Teacher Attitudes 100%
  • Curriculum Development 100%

• Using lesson study to support knowledge development in initial teacher education: Insights from early number classrooms

  Leavy, A. M. & Hourigan, M., 1 de jul. 2016, In: Teaching and Teacher Education. 57, pàg. 161-175 15 pàg.

  Producció científica: Article › Avaluat per experts

  • Teacher Education 100%
  • Lesson Study 100%
  • Knowledge Development 100%
  • Economic and Social Development 33%
  • Mathematics 33%

  95 Cites (Scopus)

• ‘Come in with an open mind’: changing attitudes towards mathematics in primary teacher education

  Hourigan, M., Leavy, A. M. & Carroll, C., 2 de jul. 2016, In: Educational Research. 58, 3, pàg. 319-346 28 pàg.

  Producció científica: Article › Avaluat per experts

  • Primary Teacher Education 100%
  • Mathematics 100%
  • Mathematics Education 71%
  • Education Programs 71%
  • Survey Analysis 28%

  17 Cites (Scopus)

• 2015

  Addressing prospective elementary teachers’ mathematics subject matter knowledge through action research

  Hourigan, M. & O’Donoghue, J., 2 de gen. 2015, In: International Journal of Mathematical Education in Science and Technology. 46, 1, pàg. 56-75 20 pàg.

  Producció científica: Article › Avaluat per experts

  • Mathematics 100%
  • Action Research 100%
  • Subject Matter Knowledge 100%
  • Teacher Education Schools 25%
  • Conceptual Framework 25%

  10 Cites (Scopus)

• 2014

  Children as rule makers!!! Focusing on the characteristics of 2D Shapes

  Hourigan, M. & Leavy, A., 2014, In: Intouch (Irish National Teachers' Organisation Journal). 149, pàg. 48-49

  Producció científica: Article

• 2013

  The challenges facing initial teacher education: Irish prospective elementary teachers' mathematics subject matter knowledge

  Hourigan, M. & O'Donoghue, J., de gen. 2013, In: International Journal of Mathematical Education in Science and Technology. 44, 1, pàg. 36-58 23 pàg.

  Producció científica: Article › Avaluat per experts

  • Subject Matter Knowledge 100%

  11 Cites (Scopus)

• 2012

  Providing Challenge in Pattern Work in the Infant Classes

  Hourigan, M., McMahon, A. & Leavy, A., 2012, In: National Centre of Excellence- Mathematics and Science Teaching and Learning (NCE-MSTL) Resource and Research Guides. 3, 3

  Producció científica: Article

• 2010

  Mathematics Subject Matter Knowledge (SMK) for Teaching at Primary Level: How much is enough?

  Hourigan, M., 2010, In: National Centre of Excellence- Mathematics and Science Teaching and Learning (NCE-MSTL) Resource and Research Guides. 2, 1

  Producció científica: Article

• 2009

  Improving the Mathematics Knowledge of Primary Pre-service Teachers through a Voluntary Targeted Learning Support Intervention

  Hourigan, M., 2009

  Producció científica: Doctoral Thesis

• 2007

  The challenges facing pre-service education: addressing the issue of mathematics subject matter knowledge among prospective primary teachers

  Hourigan, M. & O'Donoghue, J., 2007, Proceedings of Second National Conference on Research in Mathematics Education (MEI2) ‘Walking the Talk’-Using Mathematics Education Research. Close, S., Corcoran, D. & Dooley, T. (ed.). pàg. 323-338

  Producció científica: Conference contribution › Avaluat per experts

  • Mathematics 100%
  • Education 100%
  • Subject Matter Knowledge 100%
  • Primary Teacher 100%
  • Teacher Education Schools 33%

• 2006

  Moving closer to solving the ‘mathematics problem’ where it arises: the influence of the ‘typical’ Irish pre-tertiary mathematics experiences on under-preparedness among numerate entrants

  Hourigan, M. & O'Donoghue, J., 2006, Proceedings of Second International Science and Mathematics Education Conference (SMEC 2006): Interconnections between Mathematics and Science. Corcoran, D. & Breen, S. (ed.). pàg. 124-134

  Producció científica: Conference contribution › Avaluat per experts

  • Mathematics 100%
  • Mathematics Education 12%
  • Authors 12%
  • Secondary Schools 12%
  • Classroom Practice 12%