Close icon
Close icon

Dr Páraic Treacy

Dr Páraic Treacy

PhD Mathematics Education, B. Sc. Physical Education and Mathematics, Senior Fellowship HEA (UK)
Lecturer in Mathematics

Research interests

Integrating mathematics with other subjects; applications of mathematics; mathematics curriculum change; STEM education; and student transition from second level to third level mathematics study.

More information

Dr Páraic Treacy has 12 years of experience in leading, lecturing, and teaching Mathematics and Mathematics Education within undergraduate, postgraduate, and professional development programmes as well as coordinating and providing mathematics learning support. He has also designed a complete undergraduate Mathematics Education (with QTS) course, as well as a range of modules, and professional development courses.  See ResearchGate and Google Scholar profiles for detailed list of publications.


Recent Journal Publications

Treacy, P. (2021). A conceptual framework for integrating mathematics and science in the secondary classroom. SN Social Sciences, 1(6), pp.1-17. doi: 10.1007/s43545-021-00166-x

Marks, R., Foster, C., Barclay, N., Barnes, A. and Treacy, P. (2021). A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?  Research in Mathematics Education 23(1), 39-62.  doi: 10.1080/14794802.2020.1725612

O'Meara, N., Prendergast, M. and Treacy, P., (2020). What's the point? Impact of Ireland's bonus points initiative on student profile in mathematics classrooms. Issues in Educational Research, 30(4), 1418-1441. Link

Prendergast, M., O’Meara, N. and Treacy, P. (2020). Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics. Journal of Curriculum Studies, 52(6), 752-769, doi: 10.1080/00220272.2020.1790666

Treacy, P., Prendergast, M. and O’Meara, N. (2020). A “new normal”: Teachers’ experiences of the day-to-day impact of incentivising the study of advanced mathematics. Research in Mathematics Education, 22(3), 233-248, doi: 10.1080/14794802.2019.1668832