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Mark Prendergast

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Senior Lecturer in Education

University College Cork

Ireland

Research Interests

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About

Mark Prendergast is a Senior Lecturer in Education at University College Cork, Ireland. His research areas include STEM interest, barriers to research dissemination in schools, and the impact of private supplementary tutoring in mathematics. He has published articles examining the experiences of female STEM students, the beliefs and stereotypes of pre-service educators, and innovative professional development models for adult numeracy practitioners.

Recent Grants

Grant: Close

MTG - Mind the Gap: A Cross Border Study Addressing the Transition from Primary to Post Primary Mathematics Education.

Open Date: 2016-05-01

Close Date: 2017-04-01

Grant: Close

Mind the Gap - Addressing the Transition from Primary to Secondary Mathematics Education

Open Date: 2016-03-01

Close Date: 2016-11-01

Grant: Close

Maximising the opportunities presented by digital technologies in numeracy teaching”

Open Date: 2015-09-01

Close Date: 2017-08-01

Grant: Close

Pupil Interest and Enjoyment of Mathematics - PIEM

Open Date: 2015-07-01

Close Date: 2016-09-01

Grant: Close

Is there TIME (Time in Irish Mathematics Education)?

Open Date: 2015-03-01

Close Date: 2015-11-01

Articles (18)

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2026

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2026

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2025

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2025

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2025

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2025

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2024

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2023

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2023

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2023

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2023

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2023

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2022

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2021

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2021

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2020

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Lecturer

Technological University Dublin

IRELAND

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Mark Prendergast

Research Interests

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About

Recent Grants

Articles (18)

Teachers’ perspectives on Junior Cycle mathematics reform in Ireland

Teachers’ perspectives on curriculum changes at lower secondary-level mathematics: a focus on classroom-based assessments

Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators

A qualitative examination of barriers to disseminating and accessing research in Irish schools

Perspectives of graduates and principals on master’s level initial teacher education in Ireland

How is research disseminated, accessed, and utilised in Irish schools?

Lifting the lid on mathematics grinds at secondary level in Ireland: graduates’ perceptions of the impact of private supplementary tutoring

Irish pre-service mathematics teachers’ knowledge of curriculum-aligned content

Numeracy-Meets: an innovative professional development model for adult numeracy practitioners in Ireland

The role of expectancy-value theory in upper-secondary level students’ decisions to avoid the study of advanced mathematics

Profiling mathematical procedural and problem-solving skills of undergraduate students following a new mathematics curriculum

Navigating a male dominated domain: experiences of female STEM students in higher education in Ireland

Delving into the shadow: Mathematics teachers’ perspectives on the impact of private supplementary tutoring in Ireland

Mathematics as a gendered subject: a deeper insight into students’ attitudes in Irish post-primary schools

Framework for analysing continuity in students’ learning experiences during primary to secondary transition in mathematics

Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics

A “new normal”: Teachers’ experiences of the day-to-day impact of incentivising the study of advanced mathematics

Teachers’ self-perceptions of mathematical knowledge for teaching at the transition between primary and post-primary school

Collaborators (10)

Páraic Treacy

Patrick Johnson

Kathy O' Sullivan

Fiona Faulkner

Thomas Delahunty

Aoibhinn Ni Shuilleabhain

Niamh O'Meara

Máire Ní Ríordáin

Craig Neville

Cormac Breen

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