Researcher Details |

Aoibhinn Ní Shúilleabháin

Dr.

Contact Details

Associate Professor

C308
T:N/A

E:aoibhinn.nishuilleabhain@dcu.ie

Dr Aoibhinn Ní Shúilleabháin is an Associate Professor in the School of STEM Education, Innovation & Global Studies at DCU. Her research focuses on Mathematics Education, in particular on Teacher Education and on learners who, because of their socioeconomic background or gender, may have differing experiences of mathematics.

She is Chair of the Independent Advisory Committee on Nature Restoration, whose work will conclude with Ireland's submission of its Nature Restoration Plan in September 2026. In 2022 she was appointed by the Taoiseach (Prime Minister) as Chair of Ireland's Citizens' Assembly on Biodiversity Loss, who returned their report and recommendations to government in 2023.

She is an award-winning science communicator and educator and was previously named as a European Young Leader, a group nominated to facilitate and create a more equal, innovative and inclusive Europe.

Peer Reviewed Journal

	Year	Publication
	2024	Shuilleabhain, A.N.; Skerritt, C. (2024) '‘I’m a troublemaker’: the need to focus on early-career academics’ experiences of sexual harassment in Ireland'. Journal of Gender-Based Violence, . [Link] [DOI]
	2024	Ni Shuilleabhain, A.; Owens, E.; Seery, A.; Hyland, D. (2024) 'From beginning to mature: investigating the development of teacher community through Lesson Study'. Frontiers in Education, . [Link] [DOI]
	2023	Ní Ríordáin, M.; Ni Shuilleabhain, A.; Prendergast, M.; Johnson, P. (2023) 'Irish pre-service mathematics teachers’ knowledge of curriculum-aligned content'. Irish Educational Studies, . [Link] [DOI]
	2023	Delahunty, T.; Shúilleabháin, A.N.í.; Waters, L. (2023) 'Unpacking the motivational variables which impact engagement in Lesson Study: Mathematics teaching self-efficacy and attitudes towards self-development'. Irish Educational Studies, . [Link] [DOI]
	2021	Ni Shuilleabhain, A.; Cronin, A.; Prendergast, M. (2021) 'Maths Sparks engagement programme: Investigating the impact on under-privileged pupils' attitudes towards mathematics'. Teaching Mathematics and its Applications, . [Link] [DOI]
	2021	Aoibhinn Ní Shúilleabháin; Fergus McAuliffe; Éidín Ní Shé (2021) '‘Bottoms up’: A case study on integrating public engagement within a university culture'. Research for All, . [Link] [DOI]
	2021	Roche, J.; Ni Shuilleabhain, A.; Mooney, P.; Barber, G.L.; Bell, L.; Ryan, C. (2021) 'Citizen Science in Ireland'. Frontiers in Communication, . [Link] [DOI]
	2020	Emily Lewanowski-Breen; Aoibhinn Ni Shuilleabhain; Maria Meehan (2020) 'Lesson study and the long-term impact on teacher professional community development'. International Journal for Lesson & Learning Studies, . [Link] [DOI]
	2020	Johnson, P.; Shúilleabháin, A.N.; Ríordáin, M.N.; Prendergast, M. (2020) 'The Evolution of Student Teachers’’ Concerns Regarding Mathematics Curricular Reform'. International Journal of Science and Mathematics Education, . [Link] [DOI]
	2020	Prendergast, M.; Ríordáin, M.N.; Shúilleabháin, A.N.; Johnson, P.; O’rourke, I. (2020) 'An attitudinal snapshot of pre-service secondary mathematics teachers'. Issues in Educational Research, . [Link]
	2019	Aoibhinn Ni Shuilleabhain; Raymond Bjuland (2019) 'Incorporating lesson study in ITE: organisational structures to support student teacher learning'. Journal of Education for Teaching, . [Link] [DOI]
	2018	Ni Shuilleabhain, A.; Seery, A. (2018) 'Enacting curriculum reform through lesson study: a case study of mathematics teacher learning'. Professional Development in Education, . [Link] [DOI]
	2018	Bergin, S.D.; Murphy, C.; Shuilleabhain, A.N. (2018) 'Exploring problem-based cooperative learning in undergraduate physics labs: Student perspectives'. European Journal of Physics, . [Link] [DOI]
	2017	Anthony Gerard Cronin; Aoibhinn Ni Shuilleabhain; Emily Lewanowski-Breen; Christopher Kennedy (2017) 'Maths Sparks: Investigating the impact of outreach on pupil’s attitudes towards mathematics'. MSOR Connections, . [DOI]
	2017	(2017) 'Analyzing teacher learning in lesson study: mathematical knowledge for teaching and levels of teacher activity'. Quadrante, .
	2016	Ni Shuilleabhain, A. (2016) 'Developing mathematics teachers’ pedagogical content knowledge in lesson study: Case study findings'. INTERNATIONAL JOURNAL FOR LESSON AND LEARNING STUDIES, . [Link] [DOI]
	2015	Aoibhinn Ni Shuilleabhain; Anthony Cronin (2015) 'Maths Sparks: Developing Community and Widening Participation'. MSOR Connections, . [DOI]
	2013	(2013) 'Lesson Study in a Community of Practice: A Model of In-School Professional Development'. TRINITY EDUCATION PAPERS, .
	2013	(2013) 'Lesson study within a community of practice: In-school professional development'. SCIENCE: Official Journal of the Irish Science Teachers' Association, .
	2020	Prendergast, Mark; Riordain, Maire Ni; Shuilleabhain, Aoibhinn Ni; Johnson, Patrick; O'Rourke, Iseult (2020) 'An attitudinal snapshot of pre-service secondary mathematics teachers'. Issues in Educational Research, 30 (1):283-301.
	2019	Clivaz, Stephane; Shuilleabhain, Aoibhinn Ni (2019) 'What Knowledge Do Teachers Use in Lesson Study? A Focus on Mathematical Knowledge for Teaching and Levels of Teacher Activity'. THEORY AND PRACTICE OF LESSON STUDY IN MATHEMATICS: AN INTERNATIONAL PERSPECTIVE, :419-440. [DOI]

Book

	Year	Publication
	2018	Marisa Quaresma; Carl Winsløw; Stéphane Clivaz; João Pedro da Ponte; Aoibhinn Ní Shúilleabháin; Akihiko Takahashi (2018) Mathematics Lesson Study Around the World. [DOI]
	2013	(2013) A neutron walked into a bar.

Book Chapter

	Year	Publication
	2019	Clivaz, S.; Ni Shuilleabhain, A (2019) 'What knowledge do teachers use in Lesson Study? A focus on Mathematical Knowledge for Teaching and Levels of Teacher Activity' In: Theory and Practice of Lesson Study in Mathematics. Switzerland : Springer. https://doi.org/10.1007/978-3-030-04031-4_20
	2018	Ni Shuilleabhain, A (2018) 'Enacting Curriculum Reform Through Lesson Study in the Irish Post-primary Mathematics Classroom' In: Mathematics Lesson Study Around the World: Theoretical and Methodological Issues. Germany : Springer International. https://doi.org/10.1007/978-3-319-75696-7_4
	2022	Aoibhinn Ní Shúilleabháin (2022) 'Lesson Study' In: [Link] [DOI]

Conference Publication

	Year	Publication
	2023	(2023) proceedings of the 9th Conference on Research in Mathematics Education in Ireland (MEI 9) *Is fearr DEIS chun chainnte: An initiative to support teaching for robust understanding in post-primary mathematics*
	2023	(2023) proceedings of the 9th Conference on Research in Mathematics Education in Ireland (MEI 9) *Supporting teachers to engage with Structured Problem Solving in their Junior Cycle classrooms–developing Educative Curriculum Materials for use with Lesson Study*
	2023	(2023) Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education *Exploring the prevalence of structured problem solving in research lessons: a post-intervention study from Ireland* [DOI]
	2022	(2022) Proceedings of the SMEC conference *“We’ve just lost six weeks of teaching”: Mathematics teachers’ feedback on CBAs in problem-solving – Investigating the implementation*
	2019	O’Connor, R., Ni Shuilleabhain, A. & Meehan, M. (2019) Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland *Investigating cognitive demand of higher-level Leaving Certificate mathematics examination tasks pre- and post- curriculum reform*
	2019	(2019) Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland *High Achieving Students in Leaving Certificate Mathematics: Why has the gender gap widened?*
	2018	Meehan, M., Howard, E., & Ni Shuilleabhain, A. (2018) Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Educ . In: E. Bergqvist, M. Osterholm, C. Granberg, & L. Sumpter eds. *Students* Sweden,
	2015	(2015) CERME 9-Ninth Congress of the European Society for Research in Mathematics Education *Developing mathematics teachers' pedagogical content knowledge through iterative cycles of lesson study*
	2014	(2014) 8th British Congress for Mathematics Education *Lesson study and Project Maths: A Professional Development Intervention for Mathematics Teachers Engaging in a New Curriculum*
	2013	(2013) Proceeding of the ATEE 38th Annual Conference *Investigating Representations of Ratio among Prospective Mathematics Teachers: a Study of Student-Teachers and Students of Mathematics in an Irish University*
	2017	Clivaz, Stephane; Ni Shuilleabhain, Aoibhinn (2017) PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) *Analysing mathematics teacher learning in Lesson Study - a proposed theoretical framework*
	2015	Ni Shuilleabhain, Aoibhinn (2015) PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9) *Developing mathematics teachers' pedagogical content knowledge through iterative cycles of lesson study*

Magazine Article

	Year	Publication
	2014	(2014) Developing problem-solving approaches to teaching: Theory and Practice. MGZN
	2014	(2014) Dublin Commuters get 'on-board' with DARTofPhysics. MGZN
	2012	(2012) Researching in-school professional development as a community of practice. MGZN

Thesis

	Year	Publication
	2015	(2015) Developing Mathematics Teachers' Pedagogical Content Knowledge through Lesson Study. THES

Other Publication

	Year	Publication
	2018	Aoibhinn Ní Shúilleabháin (2018) Enacting Curriculum Reform Through Lesson Study in the Irish Post-primary Mathematics Classroom. [DOI]
	2014	(2014) Time for some 'girl power' in science.
	2014	(2014) I'm not worried about maths - I don't need it.

Published Report

	Year	Publication
		Ref: COMPASS Note 2004-14 Date: 21 October 2004. .

Conference Contribution

	Year	Publication
	2018	Ni Shuilleabhain, A., & Meehan, M. (2018) Paper presented at the SMEC 2018 Connecting Research, Policy and Practice in STEM Education Developing Pedagogical Content Knowledge in Initial Teacher Education: Peer Assisted Tutoring and Lesson Study DCU, .

Professional Associations

	Association	Function	From / To
	World Association of Lesson Study	Ireland Representative	-

Honors and Awards

Date	Title	Awarding Body
01/01/2014	Top 100 Women in Science	Silicon Republic
01/01/2017	40 under 40 European Leaders	Friends of Europe
01/01/2021	100 Women of 2021	Irish Examiner
01/01/2018	Research Impact Award	University College Dublin
01/10/2015	Trinity Praesis Elit	Dublin Law Society
16/10/2020	Public Awareness of Mathematics	Maths Week Ireland
01/01/2016	Top 10 Science Communicators	Silicon Republic
01/01/2017	Highly Commended Literati Award for paper published in the International Journal for Lesson and Learning Studies (2016)	Emerald Publishing
17/11/2017	Outstanding Contribution to STEM Communication	Science Foundation Ireland
01/09/2021	Research Impact Case Study Runner Up	UCD
01/01/2020	Values in Action Award	University College Dublin

Committees

	Committee	Function	From / To
	NCCA Mathematics Development Group		-
	Independent Advisory Committee on Nature Restoration	The Independent Advisory Committee is tasked with providing the Minister(s) with advice on drafting Ireland's Nature Restoration Plan and its implementation, as outlined by the EU Nature Restoration Regulation.	18/11/2024 -

Employment

Employer	Position	From / To
Trinity College Dublin	Lecturer and Coordinator of Mathematics Education, PGDE	01/09/2011 - 28/08/2014
Department of Education & Skills	Post-primary Teacher	06/01/2008 - 31/08/2011
DCU	Associate Professor	19/03/2025 -
University College Dublin	Associate Professor	24/05/2020 - 18/03/2025
University College Dublin	Lecturer	01/01/2014 - 29/05/2022

Education

Start date	Institution	Qualification
01/09/2008	Trinity College Dublin	Post-graduate Diploma in Education
01/09/2011	Trinity College Dublin	PhD. Mathematics Education
01/09/2001	University College Dublin	BSc. Theoretical Physics

Reviews

	Journal	Role
	Journal for Research in Mathematics Education	Reviewer
	International Journal for Lesson & Learning Studies	Reviewer
	Research in Mathematics Education	Reviewer
	Teaching Mathematics and its Applications	Reviewer
	Irish Educational Studies	Reviewer
	Professional Development in Education	Reviewer
	Journal of Curriculum Studies	Reviewer

Other Activities

	Description
	University College Dublin Dublin IE https://www.ucd.ie/publicengagement/
	Royal Dublin Society Dublin IE
	Royal Irish Academy Dublin IE https://www.ria.ie/sites/default/files/scoping_the_current_system_of_support_for_early_career_researchers_in_ireland.pdf
	Department of Education and Skills, Ireland Dublin IE
	University College Dublin Dublin IE
	University College Dublin Dublin IE https://www.ucd.ie/publicengagement/

Outreach Activities

Year	Engagement Type	Organisation	Description
2025	Educational Outreach/Public Engagement	Stepaside Educate Together National School	Talk to Stepaside Educate Together National School senior classes on Ireland's Citizens' Assembly on Biodiversity Loss
2025	Presentations/Talks to an external audience	Université Sorbonne Nouvelle	Invited presentation as part of the "Irish Thursdays" series of the Centre de Recherches en Etudes Irlandaises et Nord-Irlandaises ERIN (EA Prismes) at the Université Sorbonne Nouvelle.
2025	Presentations/Talks to an external audience	Dutch Citizens' Assembly	Presentation given to the Dutch Citizens' Assembly on Climate, based on my experience chairing Ireland's Citizens' Assembly on Biodiversity Loss

Media

	Title	Year	Type	Authors
	Tommy Tiernan Show	2025	Television interview/panel discussion	N/A

Research Interests

Mathematics Education

Teacher Education

Initial Teacher Education

Lesson Study

Deliberative Democracy & Policy

Nature Restoration & Biodiversity

Research Projects

	Title	Role	Description	Start date	End date
	Is fearr DEIS na cainnte: promoting productive Mathematics practices in underprivileged classrooms	PI	The income background of young people continues to influence the quality of education they experience. Across the globe, underprivileged students experience poorer qualities of education than other students. Ireland is no different. Learners in socioeconomically disadvantaged schools are more likely to be taught through rote-learning, more likely to lack confidence in their ability and experience anxiety with regards to their learning, particularly for girls. Teachers in these schools face pressures in terms of catering for the emotional and social needs of their students, which can result in reduced time and resources spent on classroom activities. Students in these schools are 30% less likely to continue education beyond secondary school, perpetuating the cycle of poverty. Mathematics is a subject integral to the overall educational successes of a student. How well a student does in Mathematics is a predictor of their educational achievement and earning capacity in later life. This is particularly the case in Ireland where studying Mathematics at higher level provides more opportunity of access to university through Leaving Certificate ‘bonus points’. Students attending underprivileged schools, however, are 40% less likely to study Mathematics at this level, with some schools not even offering the subject at this level. This project will address education inequality by tackling the issue of Mathematics education in underprivileged schools. After closely examining what works, the project will design and pilot a school-based intervention to improve students’ classroom experiences and mathematical achievement. The project will introduce a collaborative form of professional development for Mathematics teachers to schools, thereby demonstrating how changing the classroom environment to one which encourages communication, develops problem-solving skills, and motivates students’ thinking can impact teachers’ knowledge and students’ achievements. The project will influence policy on teacher education and student learning, specifically in underprivileged schools. Resources developed will be freely available to download.	01/09/2022	12/06/2025

External Collaborators

Type	Name	Company	Role
External	Mark Prendergast	University College Cork	Academic
External	Emma Owens	University of Nottingham	Academic
External	Máire Ní Ríordáin	University College Cork	Academic
External	Raymond Bjuland	University of Stavangar	Academic
External	Diarmaid Hyland	Maynooth University	Academic
External	Stéphane Clivaz	Haute École Pedagogique	Academic
External	Tom Delahunty	Maynooth University	Academic
External	Geoff Wake	University of Nottingham	Academic

Teaching Interests

Mathematics Education

Teacher Education

Lesson Study

Science Communication