Dr P谩raic Treacy
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Dr P谩raic Treacy is a Lecturer in Mathematics with experience of leading, lecturing, and teaching Mathematics and Mathematics Education within undergraduate, postgraduate, and professional development programmes as well as coordinating and providing mathematics learning support. He has also designed a complete undergraduate Mathematics Education (with QTS) course, as well as a range of modules and professional development courses. See and profiles for detailed list of publications.
Recent Journal Publications
Treacy, P., O鈥橫eara, N. and Prendergast, M., (2024). The role of expectancy-value theory in upper-secondary level students鈥 decisions to avoid the study of advanced mathematics. Irish Educational Studies, 43(4), pp.1175-1188. doi:
O'Meara, N., Prendergast, M. and Treacy, P., (2023). Mathematics in Ireland's upper secondary schools: Why do students choose higher-level maths? Issues in Educational Research, 33(1), pp.227-246.
Treacy, P. (2021). A conceptual framework for integrating mathematics and science in the secondary classroom. SN Social Sciences, 1(6), pp.1-17. doi:
Marks, R., Foster, C., Barclay, N., Barnes, A. and Treacy, P. (2021). A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse? Research in Mathematics Education 23(1), 39-62. doi:
O'Meara, N., Prendergast, M. and Treacy, P., (2020). What's the point? Impact of Ireland's bonus points initiative on student profile in mathematics classrooms. Issues in Educational Research, 30(4), 1418-1441.
Prendergast, M., O鈥橫eara, N. and Treacy, P. (2020). Is there a point? Teachers鈥 perceptions of a policy incentivizing the study of advanced mathematics. Journal of Curriculum Studies, 52(6), 752-769, doi:
Treacy, P., Prendergast, M. and O鈥橫eara, N. (2020). A 鈥渘ew normal鈥: Teachers鈥 experiences of the day-to-day impact of incentivising the study of advanced mathematics. Research in Mathematics Education, 22(3), 233-248, doi:
