Dr Claire Carroll, Assistant Lecturer, Department of STEM Education. Dr Claire Carroll is an Assistant Lecturer in the Department of STEM Education.
What did you study as an Undergraduate and Postgraduate?
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 91ÖÆƬ³§, 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 91ÖÆƬ³§. 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.
Tell us a bit about your research
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 do you enjoy most about undertaking your research projects?
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.
What do you like about supervising students?
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.
Do you have any advice for someone considering taking up a postgraduate programme by research?
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.
