Aoibhinn Ni Shuilleabhain
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Developing mathematics teachers’ pedagogical content knowledge in lesson study
AN Shuilleabhain
International journal for lesson and learning studies, 2016
Enacting curriculum reform through lesson study: A case study of mathematics teacher learning
A Ni Shuilleabhain, A Seery
Professional development in education 44 (2), 222-236, 2018
Developing Mathematics Teachers' Pedagogical Content Knowledge through Lesson Study
A Ni Shuilleabhain
Trinity College Dublin, 2015
Lesson Study in a Community of Practice: A Model of In-School Professional Development
A Ní Shúilleabháin
Trinity Education Papers 2 (1), 22-40, 2013
Mathematics lesson study around the world
M Quaresma, C Winsløw, S Clivaz, JP da Ponte, A Ní Shúilleabháin, ...
Cham: Springer, 2018
Lesson study as a form of in-school professional development: Case studies in two post-primary schools
AN Shúilleabháin
School of Mathematical Sciences, University College Dublin, 2015
Exploring problem-based cooperative learning in undergraduate physics labs: student perspectives
SD Bergin, C Murphy, AN Shuilleabhain
European Journal of Physics 39 (2), 025703, 2018
Analyzing teacher learning in lesson study: Mathematical knowledge for teaching and levels of teacher activity
A Ní Shúilleabháin, S Clivaz
Quadrante: Revista de Investigacao em Educacao Matematica 26 (2), 99-125, 2017
Lesson study and Project Maths: A Professional Development Intervention for Mathematics Teachers Engaging in a New Curriculum
A Ní Shúilleabháin
8th British Congress for Mathematics Education, 283-290, 2014
Developing mathematics teachers' pedagogical content knowledge through iterative cycles of lesson study
A Ni Shuilleabhain
CERME 9-Ninth Congress of the European Society for Research in Mathematics …, 2015
Investigating Representations of Ratio among Prospective Mathematics Teachers: a Study of Student-Teachers and Students of Mathematics in an Irish University
E Oldham, A Ni Shuilleabhain
Proceeding of the ATEE 38th Annual Conference, 298-321, 2013
Maths Sparks: Developing Community and Widening Participation
AN Shúilleabháin, A Cronin
MSOR Connections 14 (1), 43-53, 2015
Is Participation in Public Engagement an Integral Part of Shaping Physics Students’ Identity?
C Fracchiolla, B Prefontaine, M Vasquez, K Hinko
Research and Innovation in Physics Education: Two Sides of the Same Coin …, 2020
Incorporating lesson study in ITE: organisational structures to support student teacher learning
A Ni Shuilleabhain, R Bjuland
Journal of Education for Teaching 45 (4), 434-445, 2019
The Evolution of Student Teachers’’Concerns Regarding Mathematics Curricular Reform
P Johnson, AN Shúilleabháin, MN Ríordáin, M Prendergast
International Journal of Science and Mathematics Education 18 (7), 1293-1310, 2020
An attitudinal snapshot of pre-service secondary mathematics teachers
M Ní Ríordáin, A Ní Shúilleabháin, P Johnson, I O'Rourke
Issues in Educational Research 30 (1), 283-301, 2020
Examining Teacher Learning in Lesson Study: Mathematical Knowledge for Teaching and Levels of Teacher Activity.
S Clivaz, A Ni Shuilleabhain
Enacting curriculum reform through lesson study in the Irish post-primary mathematics classroom
AN Shúilleabháin
Mathematics Lesson Study Around the World, 65-85, 2018
Maths Sparks: Investigating the impact of outreach on pupils' attitudes towards mathematics
A Cronin, A Ní Shúilleabháin, E Lewanowski-Breen, C Kennedy
MSOR Connections 15 (3), 4-13, 2017
Analysing mathematics teacher learning in lesson study-a proposed theoretical framework
S Clivaz, A Ní Shúilleabháin
The Tenth Congress of the European Society for Research in Mathematics …, 2017
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