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

Teaching and teacher education, 2016-07, Vol.57, p.161-175

2016

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

Educational studies in mathematics, 2022-09, Vol.111 (1), p.147-176

2022

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

Journal of mathematics teacher education, 2020-08, Vol.23 (4), p.341-361

2020

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

Journal of mathematics teacher education, 2022-06, Vol.25 (3), p.293-320

2022

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

The Journal of mathematical behavior, 2024-03, Vol.73, p.101128, Article 101128

2024

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The complexities of assuming the 'teacher of teachers' role during lesson study

Professional development in education, 2024-07, Vol.50 (4), p.655-668

2024

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From bespectacled, bearded and bald to explosions, potions and vaccines: Irish children's changing perceptions of scientists and the effect of the COVID-19 pandemic on those perceptions

International journal of science education, 2023-09, Vol.45 (14), p.1214-1239

2023

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

Educational studies in mathematics, 2023-03, Vol.112 (3), p.437-460

2023

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

Sustainability, 2024-06, Vol.16 (12), p.4997

2024

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

Mathematics education research journal, 2023-12, Vol.35 (4), p.901-927

2023

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Primary teachers’ learning experiences of integrated STEM education

Journal of early childhood research : ECR, 2024-12, Vol.22 (4), p.556-569

2024

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'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

International journal of science and mathematics education, 2023-06, Vol.21 (Suppl 1), p.131-157

2023

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

International journal for lesson and learning studies, 2024-05, Vol.13 (2), p.57-70

2024

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Problem-solving preparations for the festive season

Australian primary mathematics classroom, 2021-01, Vol.26 (3), p.14-20

2021

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'Count the number of squares!': Developing flexible strategies for measuring area

Australian primary mathematics classroom, 2021-01, Vol.26 (1), p.35-40

2021

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

International journal of mathematical education in science and technology, 2020-10, Vol.51 (7), p.997-1019

2020

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The Zipline Balancer: Developing weight understandings

Australian primary mathematics classroom, 2020-06, Vol.25 (2), p.20-25

2020

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

Australian primary mathematics classroom, 2022-12, Vol.27 (4), p.35-40

2022

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

Irish educational studies, 2019-07, Vol.38 (3), p.283-308

2019

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Interrogating a measurement conjecture to introduce the concept of statistical association in upper elementary education

Teaching statistics, 2021-06, Vol.43 (2), p.62-71

2021

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Developing young children's understandings of early number concepts by weaving a rich context into tasks

Australian primary mathematics classroom, 2019-01, Vol.24 (3), p.28-33

2019

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Setting a design challenge: Promoting the discovery of the relationship between area and perimeter

Australian primary mathematics classroom, 2020-09, Vol.25 (3), p.29-33

2020

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

Journal of further and higher education, 2019-08, Vol.43 (7), p.869-883

2019

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

Teachers and teaching, theory and practice, 2021-05, Vol.27 (1-4), p.17-31

2021

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Motivating Inquiry in Statistics and Probability in the Primary Classroom

Teaching statistics, 2015-06, Vol.37 (2), p.41-47

2015

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

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

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

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

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

The complexities of assuming the 'teacher of teachers' role during lesson study

From bespectacled, bearded and bald to explosions, potions and vaccines: Irish children's changing perceptions of scientists and the effect of the COVID-19 pandemic on those perceptions

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

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

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

Primary teachers’ learning experiences of integrated STEM education

'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

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

Problem-solving preparations for the festive season

'Count the number of squares!': Developing flexible strategies for measuring area

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

The Zipline Balancer: Developing weight understandings

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

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

Interrogating a measurement conjecture to introduce the concept of statistical association in upper elementary education

Developing young children's understandings of early number concepts by weaving a rich context into tasks

Setting a design challenge: Promoting the discovery of the relationship between area and perimeter

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

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

Motivating Inquiry in Statistics and Probability in the Primary Classroom

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