Paraic Treacy
Biographic Data
| ID | 9509205 |
|---|---|
| NAME | Paraic Treacy |
| GIVEN NAMES | Paraic |
| FAMILY NAME | Treacy |
| SIGNATURE | TREACY P |
| AFFILIATIONS | University of Brighton |
| ORCID | 0000-0002-6447-1798 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
The role of expectancy-value theory in upper-secondary level students’ decisions to avoid the study of advanced mathematics
Widening and increasing participation in advanced mathematics studies at upper-secondary level (age 16–18) is a significant challenge for most education systems. Policy makers in Ireland have attempted to address this challenge over the past decade by introducing an incentive to encourage students to study advanced mathematics. This study examines the reasons why students, who would appear to have sufficient prior achievement to enable them to en…
A conceptual framework for integrating mathematics and science in the secondary classroom
Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics
A growing body of international research has highlighted the importance of students studying mathematics at an advanced level. In Ireland, the subject has been assigned a special status with the introduction of an education policy called the Bonus Points Initiative (BPI) in 2012. Students are now awarded an extra 25 points in their final State examination results if they achieve ≥40% in advanced/Higher Level (HL) mathematics. This incentive has h…
No prominent works on this page.
Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics
A growing body of international research has highlighted the importance of students studying mathematics at an advanced level. In Ireland, the subject has been assigned a special status with the introduction of an education policy called the Bonus Points Initiative (BPI) in 2012. Students are now awarded an extra 25 points in their final State examination results if they achieve ≥40% in advanced/Higher Level (HL) mathematics. This incentive has h…
A conceptual framework for integrating mathematics and science in the secondary classroom
The role of expectancy-value theory in upper-secondary level students’ decisions to avoid the study of advanced mathematics
Widening and increasing participation in advanced mathematics studies at upper-secondary level (age 16–18) is a significant challenge for most education systems. Policy makers in Ireland have attempted to address this challenge over the past decade by introducing an incentive to encourage students to study advanced mathematics. This study examines the reasons why students, who would appear to have sufficient prior achievement to enable them to en…
Mathematics (3 works) · Mathematics education (3 works) · Computer Science (2 works) · Connected Mathematics (2 works) · Economics (2 works) · Incentive (2 works) · Mathematics Education and Programs (2 works) · Psychology (2 works) · Conceptual change (1 work) · Core-Plus Mathematics Project (1 work)