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Peer-Reviewed Journals/Books/Book Chapters

**Just published**

• Hourigan, M. & Leavy, A.M. (Online First, 2019). . International Journal of Science and Mathematical Education.
• O’Meara, N., Johnson, P. & Leavy, A.M. (Online First, 2019). A Comparative Study Investigating the Use of Manipulatives at the Boundary Crossing from Primary to Post-Primary Education. International Journal for Mathematical Education in Science and Technology.
• Hourigan, M. and Leavy, A.M. (2019). Learning from teaching: Pre-service elementary teachers’ perceived learning from engaging in formal Lesson Study. Irish Educational Studies.
• Leavy, A.M. & Hourigan, M. (2019). . Journal of Mathematics Teacher Education.

Recent publications:

• Hamilton, M & O’ Dwyer, A. (2018) Exploring student learning approaches on an initial teacher education programme: A comparison of mature learners and direct entry third-level students. Teaching and Teacher Education, 71(2) 251-261.
• Hourigan, M. and Leavy, A.M. (In press, 2018). The influence of entry route to teaching on Irish pre-service primary teachers’ attitudes towards mathematics. Journal of Further and Higher Education.
• Leavy, A. and Hourigan, M. (In press, 2018). The beliefs of ‘tomorrow’s teachers’ about mathematics: Precipitating change in beliefs as a result of participation in an Initial Teacher Education programme. International Journal of Mathematical Education in Science and Technology. DOI: 10.1080/0020739X.2017.1418916.
• Leavy, A. & Hourigan, M. (2018). Using Lesson Study to Support the Teaching of Early Number Concepts: Examining the Development of Prospective Teachers Specialised Content Knowledge. Early Childhood Education Journal 46(1), 47-60. DOI: 10.1007/s10643-016-0834-6.
• O’ Dwyer, A. (2018), , Journal of Science Teacher Education, pp. 1573-1847.
• Flaherty, A., O’ Dwyer, A., Mannix-McNamara, P., Leahy, J.J., (2017), , Journal of Chemical Education.
• Flaherty, A., O’ Dwyer, A., Mannix-McNamara, P., Leahy, J.J., (2017), . Journal of Chemical Education, 94 (8), pp 1007–1018.
• Flaherty, A., O’ Dwyer, A., Mannix-McNamara, P., Leahy, J.J., (2017), , Chemistry Education Research and Practice.
• Hamilton, M (2017): Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio, Studying Teacher Education, DOI: 10.1080/17425964.2017.1414041.
• Hamilton, M. (2017) Pedagogical transitions among science teachers: how does context intersect with teacher beliefs? Teachers and Teaching, DOI: 10.1080/13540602.2017.1367658.
• Hourigan, M. & Leavy, A. (2017). Pre-service Primary Teachers’ Geometric Reasoning Stages: Is Pre-tertiary Mathematics Education Building Sufficiently Strong Foundations? The Teacher Educator, 52(4), 346-364.
• Hourigan, M. and Leavy, A.M. (2017). Rate your course! The student teachers’ voice: Perceptions of effective primary pre-service mathematics education. Journal of Curriculum Studies, 49(6), 802-829. DOI: 10.1080/00220272.2017.1284266
• Leavy, A.M., Hourigan, M. & Carroll, C. (2017). Exploring the impact of reform mathematics on entry-level pre-service primary teachers attitudes towards mathematics. International Journal of Science and Mathematics Education, 15(3), 509-526. DOI 10.1007/s10763-015-9699-1.
• Leavy, A.M., Pope, J. & Breathnach, D. (2017). From Cradle to Classroom, exploring opportunities to support the development of shape and space concepts in very young children. In Kinnear, V, Forging Connections in Early Childhood Mathematics and Learning (chapter 11), Springer.
• Fitzmaurice, O., Hannigan, A. & Leavy, A. (2016). An investigation into the statistics education of pre-service mathematics teachers at an Irish university. In Dani Ben-Zvi & Katie Makar (Eds.), Teaching and Learning of Statistics : International Perspectives (pp. 327-338), Springer.
• Hourigan, M., Leavy, A.M. & Carroll, C. (2016). ‘Come in with an open mind’: Changing attitudes towards mathematics in primary teacher education. Educational Research, 58(3), 319-346. DOI: 10.1080/00131881.2016.1200340.
• Leavy, A. and Hourigan, M. (2016). . Teaching and Teacher Education, 57, 161-175.
• Smyth, E., Conway, P., Leavy, A., Darmody, M., Banks, J. & Watson, D. (2016). Review of the Droichead Teacher Induction Pilot Programme. Education and Social Research Institute: Dublin 2.
• Doran, M. (2015), An Ethnography of anIrish Girls School: Exploring how Hegemony and Power Mediate Agency and Structure. Cambridge Scholars Publishing, Newcastle.
• Hourigan, M. and 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 (1), pp. 56-75. DOI: 10.1080/0020739X.2014.936977.
• Leavy, A.M. (2015). Looking at practice: Revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, 27(3), 283-309. DOI: 10.1007/s13394-014-0138-3.
• Fitzmaurice, O., Leavy, A. & Hannigan, A. (2014). Why is statistics perceived as difficult and can practice during training change perceptions? Insights from a prospective mathematics teacher. Teaching Mathematics and its Applications, 2014.
• McGann, R. & Leavy, A.M. (2014). Learning to teach or Teaching to Learn? Computer programming in the primary school – an initial teacher education initiative. Computer Programming in the Primary Classroom – An Introduction (pp. 198-209). In Burden, K., M. Leask & S. Younie, eds., Teaching and Learning with ICT in the Primary School (2nd edition), London: Routledge.
• Hannigan, A., Gill, O. & Leavy, A.M. (2013). An investigation of prospective secondary mathematics teachers’ conceptual knowledge of and attitudes towards statistics. Journal of Mathematics Teacher Education, 16(6), 427-449. DOI 10.1007/s10857-013-9246-3.
• Hourigan, M. and O’ Donoghue, J. (2013). The challenges facing initial teacher education: Irish prospective elementary teachers’ mathematics subject matter knowledge. International Journal of Mathematical Education in Science and Technology, 44 (1), pp. 36-58. DOI: 10.1080/0020739X.2012.690897.
• Leavy, A.M., Hannigan, A. and Fitzmaurice, O. (2013). If you’re doubting yourself then, what’s the fun in that? An exploration of why prospective teachers perceive statistics as difficult. Journal of Statistics Education, 21(3).
• Middleton, J.A., Leavy, A.M., & Leader, L. (2013). A Path Analysis of the Relationship Among Critical Motivational Variables and Achievement in Reform-Oriented Mathematics Curriculum. Research in Middle Level Education, 36(8), 1-10.
• O’Shea, J. & Leavy, A.M. (2013). Teaching mathematical problem-solving from an emergent constructivist perspective: the experiences of Irish primary teachers. Journal of Mathematics Teacher Education, 16(4), 293-318. DOI 10.1007/s10857-013-9235-6.
• Leavy, A.M. & Middleton, J.A. (2011). Middle grades students’ understanding of typicality. Journal of Mathematical Behaviour, 30(3), 235-254.
• Leavy, A.M. (2010). The Challenge of Preparing Preservice Teachers to Teach Informal Inferential Reasoning. Statistics Education Research Journal, 9(1), 46-67.
• Leavy, A.M. & Sloane, F. (2010). Developing Statistical Literacy in Primary Level Mathematics. Irish Department of Education and Science, Dublin.
• Leavy, A.M. (2008). An examination of the role of statistical investigation in supporting the development of young children’s statistical reasoning. In O. Saracho & B. Spodek (Eds.) Contemporary Perspectives on Mathematics Education in Early Childhood (p. 215-232). Information Age Publishing.
• Chazan, D., Leavy, A.M., Birky, G., Clark, K., Lueke, M., McCoy, W. & Nyamekye, F. (2007). What NAEP Can (and Cannot) Tell Us About Performance in Algebra. Results from the Eighth Mathematics Assessment of the National Assessment of Educational Progress. In Kloosterman, P., & Lester, F. K., Jr. (Eds.), Results and interpretations of the 2003 mathematics assessment of the National Assessment of Educational Progress. Reston, VA: National Council of Teachers of Mathematics.
• Leavy, A.M., McSorley, F. & Boté, L.A. (2007). An Examination of What Metaphor Construction Reveals about The Evolution of Preservice Teachers’ Beliefs about Teaching and Learning. Teaching and Teacher Education, 23(7), 1217-1233.
• Leavy, A.M. (2006). Using data comparison to support a focus on distribution: Examining preservice teacher’s understandings of distribution when engaged in statistical inquiry. Statistics Education Research Journal, 5(2), 89-114.
• Leavy, A.M. & O’Loughlin, N. (2006) Moving Beyond the Arithmetic Average: Preservice Teachers Understanding of the Mean. Journal of Mathematics Teacher Education, 9(1), 53-90.
• Leavy, A.M. (2005). ‘When I meet them I talk to them’: the challenges of diversity for pre-service teacher education. Irish Educational Studies, 24(2/3), 159-177.
• Leavy, A.M. (2004). Indexing Distributions of Data: Preservice Teachers’ Notions of Representativeness. School Science and Mathematics, 104(3), 119-134.
• Leavy, A.M. (2003). Gifted Students’ Understanding of Statistics: Analysis of Data Arising from a Small Group Teaching Experiment. Gifted and Talented International, 18(1), 17-26.
• Leavy, A.M. (2002). Mathematics Education in Global, Regional and Political Contexts. In R. Tormey (Ed.), Teaching Social Justice: Intercultural and Development Education Perspectives on Education’s Context, Content and Methods. National Council for Development Education, Ireland.
• Leavy, A. M. & Ganesh, T. G. (2000, February 1). The Nascent Promise of Ejournals: Instances of Pioneering Use of Technology Current Issues in Education [Online], 3(1).

Conference Proceedings

**Just published**

• De Vetten, A., Leavy, A. & Keijzer, R.  (2019). Design principles for short informal statistical inferences activities for primary education. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Feb 5-10, 2019. Utrecht, Netherlands.
• Frischemeier, D & Leavy, A. (2019). The challenges for prospective primary teachers when constructing statistically worthwhile questions. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Feb 5-10, 2019. Utrecht, Netherlands

Recent publications:

• Hamilton, M. & O’ Dwyer, A. (2017), ‘A lot of time was wasted on inquiry and investigations”: The challenge of supporting a diverse cohort of pre-service primary science teachers’, in 12th Conference of the European Science Education Research Association (ESERA), Dublin, 21-25 August.
• Hamilton, M & O’ Dwyer, A. (2017), ‘Exploring and deciphering the diverse needs of pre-service primary science teachers’, Teacher Education Policy in Europe (TEPE) conference, Limerick, 19 May.
• Hamilton, M., O’ Dwyer, A.  (2017), ‘Reshaping the landscape to address the diverse teaching and learning needs of pre-service primary science teachers’, Shaping and reshaping the landscape of Teaching and Learning: Perspectives from the Shannon Consortium, University of Limerick, 30 May.
• Hamilton, M. Moore, G & Ryan, D. (2017) ‘Developing a Teaching Portfolio: Insights gained from a mentoring approach’, Shaping and Reshaping the Landscape of Teaching and Learning: Perspectives from the Shannon Consortium, University of Limerick, 30 May.
• Hamilton, M (2017) ‘Research as a tool to understand student experience: exploring the case of a cohort of pre-service primary science teachers in Ireland’, International Technology & Education conference (INTED), Valencia March 2017. Conference proceedings paper published at IBSN 978-84-617-8491-2.
• Leavy, A.M. (2017). Insights into the approaches of young children when making informal inferences about data. In Dooley, T. & Gueudet, G. (Eds.) Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10), February 1-5, 2017). Dublin, Ireland: DCU Institute of Education and ERME.
• Hamilton, M & O Dwyer, A (2016) ‘Being Care-ful in Deciphering the Needs and Wants of Student Teachers’, Education as A Public Good’: Education Studies Association of Ireland Annual conference (ESAI), 1 April, 2016.
• Hamilton, M. (2016) ‘Exploring Curricular reform in Science Education and Practitioner Pedagogical Transitions’, published paper in conference proceedings IBSN 978-88-6292-705-5 at: New Perspectives in Science Education, Florence, 16 March 2016.
• Hamilton, M (2015) ‘Active Methodologies for Large Lecture Groups’ presentation at Conversations in the Consortium, Theme: Innovations for the Enhancement of Teaching and Learning, Autumn Series, 91��Ƭ��, October 2015.
• Hamilton, M (2015) ‘Teacher Ethnography-Exploring Insiderness’ Education Research and Practice in Times of Transition, Education Studies Association of Ireland Annual conference (ESAI), 24 April, Kildare.
• Leavy, A.M. (2015). Understanding the knowledge demands of teaching statistics: insights gained from examining classroom practice. In K. Krainer & N. Vondrová (Eds.) Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pg. 769), Prague, Czech Republic.
• Hamilton, M. (2014) ‘Inquiry and the Jigsaw Methodology, presentation at: ‘Teaching Science through Inquiry’, European Amgen Teach Conference, NUI Maynooth, 18 October 2014.
• Hamilton, M. (2014) ‘Insider Teacher-Researchers: Why not ethnography? paper presented at: Research Matters: Exploring Meaning, Identities and Place in International Research Methods Summer School (IRMSS), 91��Ƭ��, 6 June 2014.
• Hamilton, M. (2014) ‘Exploring Junior Cycle Science Reform’, Chemistry in Context Annual Conference, Dublin Institute of Technology, 11 October 2014.
• Hamilton, M. ‘Doing ethnography in schools: A teacher-researcher perspective ‘: Imagining and Innovating for Sustainable Futures; Education in Challenging Times, Education Studies Association of Ireland Annual conference (ESAI), Athlone, 11 April 2014.
• Leavy, A.M., Hourigan, M. & Carroll, C. (2014). 'Lesson Study in Mathematics: Authentic Assessment of Inquiry Learning'. In Proceedings of the Fourth Science and Mathematics Education Conference: Thinking Assessment in Science & Mathematics. Dublin City University, 24 & 25 June, 2014.
• Carroll, C. and Leavy, A.M. (2013). 'Using Lesson Study to help pre-service teachers bridge the theory-practice gap'. In: Proceedings of the Fifth Conference on Research in Mathematics Education (MEI5). Theme: Mathematics Education Crossing Boundaries. Dublin, 5-6 September, T. Dooley, S. NicMhuirí, M. O’Reilly and R. Ward, eds. Dublin: St. Patrick’s College, 89-100.
• Hourigan, M. and Leavy, A.M. (2013). 'Crossing Boundaries into Secondary Mathematics Concepts: The case of functions'. In: Proceedings of the Fifth Conference on Research in Mathematics Education (MEI5). Theme: Mathematics Education Crossing Boundaries. Dublin, 5-6 September, T. Dooley, S. NicMhuirí, M. O’Reilly and R. Ward, eds. Dublin: St. Patrick’s College, 137-147.
• Hamilton, M. (2012). ‘Ethnography and qualitative methodologies’ poster presented at International Winter School, University of Limerick, 28 January 2012.
• Hamilton, M. (2012). ‘Troubling insider research’, Pedagogical Encounters: Feminist Philosophy and Education, University of Dundee, 23 June 2012.
• Hourigan, M. and Leavy, A. (2012). 'Primary Mathematics Teacher Education: Teaching at the Heart of Learning' in Paul van Kampen, Brien Nolan, Odilla Finlayson, ed.(s), Eilish McLoughlin, chair ESTABLISH | SMEC 2012 Teaching at the heart of Learning, Dublin City University, Ireland, 7-9 June 2012, 21-26.
• Hamilton, M.  (2011). ‘An Ethnographic study of patterns of leadership among girls’, paper presented at the International Research Methods Summer School (IRMSS), 91��Ƭ��, Limerick, 25 June 2011.
• Leavy, A.M. & Sloane, F. (2011). 'Applying Results of Statistics Education Research to Teaching Statistics in Irish Primary Schools'. Proceedings of the 58th session of the International Statistical Institute, Dublin, Ireland.
• Leavy, A.M., McMahon, A. & M. Hourigan (2011). 'Mathematics teaching matters: Making complex mathematical ideas accessible to primary level children', Proceedings of the Fourth Conference on Research in Mathematics Education (MEI4) Theme: Mathematics Teaching Matters, Dublin 22-23 September, T. Dooley, D. Corcoran and M. Ryan, eds. Dublin: St. Patrick’s College, 238-249.
• Leavy, A.M. & O’Shea, J. (2011). 'Problem Posing and Pre-service Primary teachers: An Initial Study'. In: Proceedings of the Fourth Conference on Research in Mathematics Education (MEI4) Theme: Mathematics Teaching Matters, Dublin 22-23 September, T. Dooley, D. Corcoran and M. Ryan, eds. Dublin: St. Patrick’s College
• Thanheiser, E., Noll, J., & Leavy, A.M (2011). 'Pre-service Elementary Teachers (PSTs) Conceptions of Distributions – Thinking About Measures of Center and Variability'. Psychology of Mathematics Education - North America Chapter. Reno, Nevada.
• Leavy, A.M. (2010). 'Teaching statistics at the primary level: Identifying obstacles and challenges in teacher preparation from looking at teaching'. Conference Proceedings of the 8th International Congress on Teaching Statistics. Ljubliana, Slovenia.
• Leavy, A.M., Hourigan, M., & McMahon, A. (2010). 'Facilitating inquiry based learning in mathematics teacher education'. In Proceedings of the Third Science and Mathematics Education Conference. Dublin City University, 16 & 17 September, 2010.
• Leavy, A.M. (2009). 'A Picture is Worth a Thousand Words: Insights into Graphicacy Skills of Primary Preservice Teachers'. In S. Close, T. Dooley and D. Corcoran (Eds.), Proceedings of the Second National Conference on Research on Mathematics Education in Ireland (MEI2). St Patrick’s College Dublin.
• Leavy, A.M. (2009). 'Insights into Informal Inferential Reasoning in the Primary Classroom'. Proceedings of the 57th session of the International Statistical Institute. Durban, South Africa.
• Leavy, A.M. (2009). 'Next steps in statistics education: identifying teacher professional development needs for teaching the data analysis component of primary level mathematics'. Proceedings of International Association of Statistics Education satellite conference to the 57th session of the International Statistical Institute. Durban, South Africa.
• Leavy, A.M. (2007). 'Coordinating student learning and teacher activity – the case of Savannah: Motivating an understanding of representativeness through examination of distributions of data'. In S. Close, T. Dooley and D. Corcoran (Eds.), Proceedings of the Second National Conference on Research on Mathematics Education in Ireland (MEI2). St Patrick’s College Dublin.
• Hourigan, M. and O’ Donoghue, J. (2007). 'The Challenges Facing Pre-service Education: Addressing the Issue of Mathematics Subject Matter Knowledge among Prospective Primary Teachers'. Proceedings of Second National Conference on Research in Mathematics Education (MEI2) Theme: ‘Walking the Talk’-Using Mathematics Education Research, Dublin, 14-15 September, S. Close, D. Corcoran and T. Dooley, eds. Dublin: St Patrick’s College, 323-338.
• Leavy, A.M. (2006). 'Communicating aspects of data: An examination of elementary preservice teachers’ conceptualisation of distribution. In Alatorre, S., Cortina, J.L., Sáiz, M., and Méndez, A.(Eds) (2006). Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Mérida, México, Universidad Pedagógica Nacional.
• Leavy, A.M., Jones, S., & Graybeal, C.D.  (2006). 'Compensating for imperfect content knowledge: using contexts as a means to support urban students in engaging with and making sense of data'. In Alatorre, S., Cortina, J.L., Sáiz, M., and Méndez, A.(Eds) (2006). Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Mérida, México, Universidad Pedagógica Nacional.
• Ganesh, T.G., Glass, G.V., Andrews, S., Middleton, J.A., & Leavy, A.M. (2001). 'Scholarly Electronic Journals: Economic and Technical Issues'. 22nd Annual Proceedings: Selected Research and Development papers presented at the 2000 national Convention of the Association for Educational Communications and Technology.

Peer-Reviewed Journals/Books/Book Chapters

**Just published**

• Cullinane, A. & O’ Dwyer, A. (2019). Lesson Resources and Teaching Strategies on Argumentation for Secondary Chemistry Education. In Erduran. S. (Ed.), Advances in Chemistry Education Series No. 2 Argumentation in Chemistry Education: Research, Policy and Practice. (pp. 62-78) UK: Royal Society of Chemistry.
• Hourigan, M. and Leavy, A.M. (2019). Learning from teaching: Pre-service elementary teachers’ perceived learning from engaging in formal Lesson Study. Irish Educational Studies.
• Leavy, A.M. & Hourigan, M. (2019). . Journal of Mathematics Teacher Education.
• O’Meara, N., Johnson, P. & Leavy, A.M. (Online First, June18). . International Journal for Mathematical Education in Science and Technology.

Recent publications:

• Leavy, A. and Hourigan, M. (2018). The role of perceptual similarity, data context and task context when selecting attributes: Examination of considerations made by 5-6 year olds in data modelling environments. Educational Studies in Mathematics, 97(2), 163-183. DOI: 10.1007/s10649-017-9791-2.
• Hamilton, M (2017): Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio, Studying Teacher Education. DOI: 10.1080/17425964.2017.1414041.
• Hamilton, M. (2017) Pedagogical transitions among science teachers: how does context intersect with teacher beliefs? Teachers and Teaching; DOI: 10.1080/13540602.2017.1367658.
• Hourigan, M. and Leavy, A. (2017). The case of symmetry. Australian Primary Mathematics Classroom 22(2), 8-13.
• Leavy, A. and Hourigan, M. (2016). Tatort und geheimnisvolle spieler! Mit Leifragen die entwicklung von Staristical Literacy understutzen, Stochastik in der Schule, 3(36), 2-9.
• Hourigan, M. and Leavy, A.M. (2016). Practical Problems: Introducing Statistics to
• Kindergarteners. Teaching Children Mathematics, 22(5), 283-291.
• Leavy, A. and Hourigan, M. (2016). Crime Scenes and Mystery Players! Using interesting contexts and driving questions to support the development of statistical literacy. Teaching Statistics, 38(1), 29-35. DOI: 10.1111/test.12088.
• Hourigan, M. and Leavy, A. (2016). What do the Stats Tell Us? Engaging Elementary Children in Probabilistic Reasoning Based on Analysis of Data. Teaching Statistics, 38(1), 8-15. DOI: 10.1111/test.12084.
• Ring, E., Mhic Mhathúna, M., Moloney, M., Hayes, N., Breathnach, D., Stafford, P., Carswell, D., Keegan, S., Kelleher, C., McCafferty, D., O’Keeffe, A., Leavy, A., Madden, R. and Ozonyia, M. (2016).  An examination of concepts of school readiness among parents and educators in Ireland. Dublin: Department of Children and Youth Affairs.
• Doran, M. (2015), An Ethnography of an Irish Girls School: Exploring how Hegemony and Power Mediate Agency and Structure, Cambridge Scholars Publishing, Newcastle.
• Hourigan, M. and Leavy, A. (2015). Geometric Patterns: What’s the rule? Australian Primary Mathematics Classroom, 20(4), 31-39
• Hourigan, M. and Leavy, A. (2015).  What’s A Real Shape? Designing Appropriate Geometric Instruction. Australian Primary Mathematics Classroom, 20(1), 24-29
• Leavy, A. and Hourigan , M. (2015). Budding Architects: Exploring the designs of pyramids and prisms. Australian Primary Mathematics Classroom, 20(3), 17-23.
• Leavy, A.  and Hourigan, M. (2015). Motivating Inquiry in Statistics and Probability in the Primary Classroom. Teaching Statistics, 37(2), 41-47. DOI: 10.1111/test.12062.
• O’ Dwyer, A. & Childs, P. (2015) Journal of Chemical Education, 92 (7), pp.1159-1170.  (DOI: 10.1021/ed5006163).
• O’ Dwyer, A. & Childs, P. (2014) . Journal of Chemical Education. 91 (7), pp 987–993.       
• Leavy, A., McMahon, A & Hourigan, M. (2013). Early Algebra: Developing Understanding of the Equals Sign. Teaching Children Mathematics, 20(4), 246-252.
• Leavy, A.M., Friel, S., & Mamer, J. (2009). It’s a Fird! Can You Compute a Median of Categorical Data? Mathematics Teaching in the Middle School, 14(6), 344-352.

Conference Proceedings

• Frischemeier, D & Leavy, A. (2019). The challenges for prospective primary teachers when constructing statistically worthwhile questions.Paper presented at the Congress of European Research in Mathematics Education (CERME11), Feb 5-10, 2019. Utrecht, Netherlands.
• De Vetten, A., Leavy, A.. & Keijzer, R.  (2019). Design principles for short informal statistical inferences activities for primary education.Paper presented at theCongress of European Research in Mathematics Education (CERME11), Feb 5-10, 2019. Utrecht, Netherlands.
• Hamilton, M & O Dwyer, A (2016) ‘Exploring the Human Graphing as a Cross Curricular numeracy tool’ RDS STEM Conference, Dublin, 25 November 2016.
• Hamilton, M (2016) ‘How does Curricular Reform Re-form Praxis, International Research Methods Summer School (IRMSS), 91��Ƭ��, 27 May 2016.
• Hamilton, M. (2016) ‘Exploring Curricular reform in Science Education and Practitioner Pedagogical Transitions’, published paper in conference proceedings IBSN 978-88-6292-705-5 at: New Perspectives in Science Education, Florence, 16 March 2016,
• Hamilton, M & Canny, A (2016) ‘The Contested Nature of Social Class: Challenging the Assumptions of Middle Class Homogeneity’, Bourdieu Study Group Annual Conference, 4 July 2016 Bristol.
• Hamilton, M. (2016) ‘Limericks Salmon Fishing Past’, Memory and Vision 1916 Commemorations Conference, 91��Ƭ��, Limerick, 20th February 2016.
• Hamilton, M. (2014) ‘Exploring Junior Cycle Science Reform’, Chemistry in Context Annual Conference, Dublin Institute of Technology, 11 October 2014.
• Hamilton, M. (2014) ‘Inquiry and the Jigsaw Methodology, presentation at: ‘Teaching Science through Inquiry’, European Amgen Teach Conference, NUI Maynooth, 18 October 2014.
• Hamilton, M. (2014) ‘Doing ethnography in schools: A teacher-researcher perspective’ :Imagining and Innovating for Sustainable Futures; Education in Challenging Times, Education Studies Association of Ireland Annual conference (ESAI) conference, Athlone, 11 April 2014.
• Hamilton, M.  (2011). ‘An Ethnographic study of patterns of leadership among girls’, paper presented at the International Research Methods Summer School (IRMSS), 91��Ƭ��, Limerick, 25 June 2011.

Peer-Reviewed Journals/Books/Book Chapters

• Hourigan, M. and Leavy, A.M. (2019). Learning from teaching: Pre-service elementary teachers’ perceived learning from engaging in formal Lesson Study. Irish Educational Studies.
• Leavy, A.M. & Hourigan, M. (2019). . Journal of Mathematics Teacher Education.
• Hamilton, M & O’ Dwyer, A (2018) Exploring student learning approaches on an initial teacher education programme: A comparison of mature learners and direct entry third-level students, Teaching and Teacher Education, 71(2) 251-261.
• Hamilton, M. (2017) Pedagogical transitions among science teachers: how does context intersect with teacher beliefs? Teachers and Teaching. DOI: 10.1080/13540602.2017.1367658.
• Hamilton, M (2017): Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio, Studying Teacher Education. DOI:10.1080/17425964.2017.1414041.
• Childs, P.E.; O’Dwyer, A.; Hayes, S. (2015) Chemistry and everyday life: Relating secondary school chemistry to the current and future lives of students in Eilks, I.; Hofstien, A. Eds., Relevant Chemistry Education- From theory to Practice, Sense Publishers, pp.35.54.
• Childs, P.E., O’Dwyer, A.; Hayes, S.  (2013) Transition Year Science: An Action Research Curriculum Development Project’ in Plomp, T. and Nieveen, N. Eds., Educational Design Research: Introduction and Illustrative Cases, Enschede: SLO, pp. 733-754.
• Hourigan, M. and O’ Donoghue, J. (2007). Mathematical Under-Preparedness: The Influence of the Pre-tertiary mathematics experiences on students’ ability to make a successful transition to tertiary level mathematics courses in Ireland. International Journal of Mathematical Education in Science and Technology, 38(4), pp. 461-477. DOI: 10.1080/00207390601129279.
• Hourigan, M. and O’ Donoghue, J. (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. Proceedings of Second International Science and Mathematics Education Conference (SMEC 2006), 18-19 September, D. Corcoran and S. Breen, eds. Dublin: Castel, 124-134.

My first experience of third-level education was a semester in the Bachelor of Arts in Psychology and Sociology at the University of Limerick. While I enjoyed exploring human thought and behaviour, I was particularly drawn to applying this understanding to the education and development of young people, which prompted my transfer to the Bachelor of Science (B Sc Hons) in Physical Education and Mathematics at University of Limerick. My undergraduate dissertation grew out of my passion for mathematics education and for fostering positive attitudes towards learning mathematics. This study, evaluating the impact of the University of Limerick’s Mathematics Learning Centre, allowed me to explore how targeted support can enhance both the cognitive skills and confidence of students, reflecting my broader interest in improving mathematical experiences for learners. The experience of investigating how the Mathematics Learning Centre supported students in building both their mathematical competence and confidence sparked my broader interest in mathematics education and effective teaching practices. This naturally led me to pursue a Master of Arts in Education by research in 91��Ƭ��, where I focused on addressing the persistent theory-practice gap in initial teacher education. 

My research examined whether a curriculum specialisation in mathematics education, informed by Japanese lesson study principles, could help pre-service teachers translate theoretical knowledge into effective classroom practice. This project allowed me to explore how structured, reflective, classroom based approaches and ongoing mentorship support teachers to plan, implement, and refine lessons in ways that genuinely enhance student learning. In 2025, I completed my PhD in Mathematics Education at 91��Ƭ��. My doctoral research focused on how primary school students develop computational thinking, exploring how engagement with Scratch programming supports the development of key concepts, practices, and perspectives. Building on my prior work in mathematics education and teaching effectiveness, the study examined the impact of pedagogical factors such as scaffolding, project type, and peer interaction, providing new insights into how computational thinking can be fostered in the classroom and informing a reconfigured framework for conceptualising computational thinking in primary education. 

My research centres on how young people learn within the evolving STEM education landscape, with a particular focus on mathematics education, computational thinking, and the design of meaningful, classroom-based learning experiences. A consistent thread throughout my work is a commitment to understanding how research can inform practice - and, in turn, how practice can shape the supports available to policymakers, researchers, teacher educators, teachers, children, and parents as they navigate the new STEM curriculum. Most recently, my research has focused on primary school students’ development of computational thinking through programming activities, forming the basis of my doctoral study. This project, conducted in the context of Ireland’s newly established STEM curriculum, investigated how students in third, fifth, and sixth classes engage with programming using Scratch to build computational thinking skills. The study provided new insights into the multidimensional nature of computational thinking in primary education and proposed a reconfigured framework to better capture its conceptual, practical, and perspective-based components. 

Alongside this work, I have collaborated with colleagues across the Department of STEM Education to explore integrated STEM education through a series of practice-based projects, including school–university and school–university–industry partnerships. This collective effort has sought to understand how integrated STEM can be authentically implemented in classrooms and how emerging insights can inform curriculum design, initial teacher education, and ongoing professional learning. A driving force behind my research is my passion for mathematics and, in particular, how mathematical concepts can be taught through integrated, real-world problem-solving. This commitment continues to shape my work across STEM education, motivating me to work with teachers, researchers, policymakers, and learners as they navigate an evolving and increasingly interconnected STEM landscape. 

What I value most about my research is its capacity to connect rigorous inquiry with genuine impact on mathematics and STEM education. My work allows me to examine how mathematical ideas can be taught in ways that are conceptually rich, authentic, and integrated with real-world problem-solving, particularly within the context of STEM. Collaborating with children, teachers, and colleagues provides a unique vantage point from which to explore how learners engage with mathematics when it is embedded in meaningful contexts, supported by inquiry-based pedagogies, or enhanced through digital tools. These collaborations also allow me to investigate how students’ dispositions toward mathematics can shift when they experience the subject as accessible, relevant, and curiosity driven. Whether exploring computational thinking, integrated STEM approaches, or technology-enabled mathematical reasoning, I enjoy the sense of purpose that comes from contributing to a collective effort to improve mathematical experiences for young learners: ensuring that the teaching of mathematics is informed, engaging, and aligned with the realities of contemporary STEM education. It is this blend of evidence-building, collaboration, and educational improvement that makes the work particularly fulfilling.

One of the aspects I enjoy most about supervising research students is the dynamic, reciprocal relationship it fosters. Working closely with students allows me to engage with fresh perspectives, new questions, and alternative approaches that often challenge my own assumptions and push the boundaries of my research. At the same time, students benefit from guidance, mentorship, and support that helps them develop their research skills, confidence, and independence, while also encouraging them to think critically and explore new approaches in their work. Guiding students also allows me to refine my mentoring and teaching skills, while providing the satisfaction of supporting the next generation of researchers and seeing them develop confidence and succeed in their careers. Beyond these outcomes, supervision encourages ongoing professional reflection, helping me continually evaluate and enhance my practice as both a researcher and educator.

For anyone considering a postgraduate programme by research, my key advice would be to choose a topic that excites you, it’s your curiosity that will carry you through the ups and downs of postgraduate research. Beyond your topic, it’s essential to surround yourself with good people. The relationship with your supervisor is central, look for someone whose expertise aligns with your interests, who is supportive, knowledgeable and flexible (and preferably someone who you can share a laugh with along the way). Colleagues and peers are equally important, offering alternative perspectives, intellectual stimulation, and emotional support. Forming writing or study buddies can also be invaluable, providing motivation, accountability, and a sense of shared purpose as you progress through your research.