Influence of Gender, Single-Sex and Co-Educational Schooling on Students' Enjoyment and Achievement in Mathematics

Mark Prendergast; John O'Donoghue

International Journal of Mathematical Education in Science and Technology Vol. 45, No. 8 (2014) pp. 1115–1130

This research investigates the influence that gender, single-sex and co-educational schooling can have on students' mathematics education in second-level Irish classrooms. Although gender differences in mathematics education have been the...

"Students Enjoyed and Talked about the Classes in the Corridors": Pedagogical Framework Promoting Interest in Algebra

Mark Prendergast; John O'Donoghue

International Journal of Mathematical Education in Science and Technology Vol. 45, No. 6 (2014) pp. 795–812

Research suggests that there are two major reasons for the low numbers taking Higher Level mathematics in Ireland: namely, ineffective teaching and a subsequent lack of student interest in the subject. Traditional styles of teaching make it...

Time Allocated to Mathematics in Post-Primary Schools in Ireland: Are We in Double Trouble?

Niamh O'Meara; Mark Prendergast

International Journal of Mathematical Education in Science and Technology Vol. 49, No. 4 (2018) pp. 501–516

Mathematics educators and legislators worldwide have begun placing a greater emphasis on teaching mathematics for understanding and through the use of real-life applications. Revised curricula have led to the time allocated to mathematics in...

Collaborative cognitive-activation strategies as an emancipatory force in promoting girls’ interest in and enjoyment of mathematics: A cross-national case study

Ian Cantley; Mark Prendergast; Franz Schlindwein

International Journal of Educational Research Vol. 81, No. 1 (2017) pp. 38–51

The results of international large-scale assessments have revealed the emergence of gender disparities in attitudes to mathematics, with girls generally demonstrating lower levels of interest in and enjoyment of mathematics than boys. Given that...

Language: English

Investigating Secondary Students Beliefs about Mathematical Problem-Solving

Mark Prendergast; Cormac Breen; Aibhin Bray; Fiona Faulkner; Brian Carroll; Dominic Quinn; Michael Carr

International Journal of Mathematical Education in Science and Technology Vol. 49, No. 8 (2018) pp. 1203–1218

Many studies over the past 30 years have highlighted the important role of students' beliefs for successful problem-solving in mathematics. Given the recent emphasis afforded to problem-solving on the reformed Irish secondary school mathematics...

Mathematical Thinking: Challenging Prospective Teachers to Do More than "Talk the Talk"

Mark Prendergast; Patrick Johnson; Olivia Fitzmaurice; Miriam Liston; Lisa O'Keeffe; Niamh O'Meara

International Journal of Mathematical Education in Science and Technology Vol. 45, No. 5 (2014) pp. 635–647

This paper reports on a research project which aims to improve prospective mathematics teachers' relational understanding and pedagogical beliefs for teaching in second-level Irish classrooms. Prospective mathematics teachers complete their...