Research | Mathematical Sciences
Mathematics education research comprises a broad spectrum of activities which have the aim of better understanding how students successfully learn mathematics. This spectrum spans from research in cognitive science and psychology to teaching experiments on how to improve classroom practice. Research deals not only with teachers and students, but also with curriculum and assessment and with educational systems. The ultimate aim is to raise levels of participation and achievement in mathematics.
Research in this area in the School of Mathematical Sciences is carried out under the auspices of the Centre for the Advancement of Science and Mathematics Teaching and Learning (CASTeL). The focus in CASTeL is on enhancing the impact of the full spectrum of teaching, learning and assessment activities in the laboratory and in the classroom. Research is carried out in relation to all levels (1st - 4th) of the Irish education system. There is an important relationship with teacher education degrees within the university: the BScs in Science Education and in Physical Education with Mathematics in DCU and the BEd. Also, research is frequently carried out in relation to the core and support mathematics and science teaching activities within the university.
Academic staff working in this area are:
If you are interested in doing research in Mathematics Education at DCU, please contact one of the staff members named above. See also general information For Prospective Research Students.
- Diarmaid Hyland, Paul van Kampen & Brien C. Nolan (2017) Outcomes of a service teaching module on ODEs for physics students, International Journal of Mathematical Education in Science and Technology, DOI link
- Ann O’Shea, Sinead Breen & Maria Meehan (2017) Decision points in mathematics lectures, Innovations in Education and Teaching International, DOI link
- Eabhnat Ní Fhloinn & Michael Carr (2017) Formative assessment in mathematics for engineering students,European Journal of Engineering Education, 42:4, 458-470, DOI link