THERESE DOOLEY
BEd(NUI), MEd(DU), Grad IMA, PhD(Cantab)

Lecturer in Mathematics Education

Office Moville 53
Tel: +353 (01) 884 2067
email: Therese.Dooley@spd.dcu.ie

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Modules Taught

BEd
ED151 Mathematics Education
ED241 Mathematics Education
ED332 Mathematics Education

Graduate Diploma in Education
GD303 Mathematics Education
GD602 Mathematics Education
Elective - Learning to teach mathematics using lesson study

Master of Education: Mathematics Education Specialism

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Research Interests

Creativity, affect and inclusion in Mathematics Education, algebraic thinking; abstraction; construction of mathematical knowledge in whole-class conversation; the enhancement of mathematics teaching and learning through researcher/teacher collaboration.

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Membership of Professional Bodies/Professional Activities

• Primary Teachers’ Mathematics Association
• International Group for the Psychology of Mathematics Education
• British Society for Research into Learning Mathematics

Selected Presentations

February 2011.Using epistemic actions to trace the development of algebraic reasoning in a primary classroom. Presentation at the Congress of the European Society for Research in Mathematics Education (CERME 7), Rzeszow, Poland.

March 2010. The construction of insight by primary pupils. Invited speaker to the Cambridge Colloquia in Mathematics Education, Cambridge, UK.

September 2009. Insight in primary mathematics: Teacher ‘moves’ that facilitate the ‘stumbling of ideas across each other’. Presentation at the 3rd Conference of Research in Mathematics Education in Ireland, MEI 3. St. Patrick’s College.

July 2009. The development of algebraic reasoning in a whole-class setting. Presentation at the Conference of the International Group for the Psychology of Mathematics Education, PME 33, University of Thessaloniki.

Dooley, T. (2009, February). Primary pupils in mathematical conversation. Presentation to the British Society for Research into Learning Mathematics (BRSLM), Cambridge, UK.

Dooley, T. (2009, January). A teacher’s role in whole-class mathematical discussion: Facilitator of performance etiquette. Presentation at the Congress of the European Society for Research in Mathematics Education (CERME 6), Lyon, France.

Dooley, T. (2008, July). What the game of Nim revealed about children’s intuitive understandings. Presentation at the Conference of the International Group for the Psychology of Mathematics Education (PME 32 and PME-NA XXX), Morelia, Mexico.

Dooley, T. (2008, July). How a ‘performance glitch’ led to mathematical insight in a primary class. Presentation at the International Congress on Mathematical Education (ICME 11), Monterrey, Mexico.

Dooley, T. (2007, February). Construction of knowledge by primary pupils: The role of whole-class interaction. Presentation at the Congress of the European Society for Research in Mathematics Education, Cyprus.

Dooley, T. (2006, December). Children’s reasoning about the infinite divisibility of fractions in the context of the race-track problem. Presentation at the 3rd Irish Symposium for Undergraduate Mathematics Education, National University of Ireland, Galway.

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Books Chapters

Dooley, T., & Corcoran, D. (2007). Mathematics: A subject of rights and wrongs. In P. Downes & A.L. Gilligan (Eds.), Beyond educational disadvantage (pp. 216-228). Dublin: IPA.

Conference Publications

Dooley, T., Corcoran, D., & Ryan, M. (Eds.) (2011). Proceedings of Fourth National Conference on Research on Mathematics Education (St Patrick’s College, Dublin)

Dooley, T. (2009). The development of algebraic reasoning in a whole-class setting. In T. Tzekaki, M. Kaldrimidou & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, 2, 441-448.

Dooley, T. (2009). Primary pupils in whole-class conversation. In M. Joubert (Ed.), Proceedings of the British Society for Research into Learning Mathematics, 29(1), 43-48.

Corcoran, D., Dooley, T., Close, S., & Ward R. (Eds.) (2009). Proceedings of Third National Conference on Research on Mathematics Education, (St Patrick's College, Dublin). Retrievable from www.spd.dcu.ie.

Dooley, T. (2008). What the game of Nim revealed about children's intuitive understandings. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, & A. Sepulveda (Eds.), Proceedings of the Joint Meeting of PME 32 and PME-NA XXX (Vol. 1, p. 250).

Close, S., Corcoran, D., & Dooley, T. (Eds.) (2007). Proceedings of Second International Conference in Mathematics Education:  ‘Walking The Talk-Using Mathematics Education Research. Download as pdf.

Dooley, T. (2007). How the 'stumbling of ideas across each other' facilitates insight in primary mathematics. In S. Close, D. Corcoran, & T. Dooley (Eds.), Proceedings of Second International Conference in Mathematics Education:  ‘Walking The Talk-Using Mathematics Education Research (pp. 43 - 54). Download as pdf.

Dooley, T. (2006). ‘It’s infinity’: Mathematical insight in a primary classroom. In Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education (Vol 1, p. 245).

Close, S., Corcoran, D., & Dooley, T. (Eds.) (2005). Proceedings of First National Conference on Research on Mathematics Education (St. Patrick’s College, Dublin, September 05). Download as pdf.

Dooley, T. (2005). Litres can’t go into millilitres: The effects of standard algorithms on children’s thinking. In S. Close, D. Corcoran, & T. Dooley (Eds.), Proceedings of First National Conference on Research on Mathematics Education (St. Patrick’s College, Dublin, September 05), (pp. 80-96). Download as pdf.

Published Reports

Close, S., Oldham, E., Surgenor, P., Shiel, G., Dooley, T., & O'Leary, M. (2008). The effects of calculator use on mathematics in schools and in certificate examinations (Final report on Phase 2). Dublin: St Patrick's College/Trinity College/Educational Research Centre.

Surgenor, P., Oldham, E., Close, S., Shiel, G., Dooley, T., & O'Leary, M. (2007). Pressing the right buttons: The effects of calculator use on mathematics in schools and in junior cycle mathematics. Dublin: St Patrick's College/Trinity College/Educational Research Centre.

Close, S., Oldham, E., Shiel, G., Dooley, T., Hackett, D., & O'Leary, M. (2004). The effects of calculator use on mathematics in schools and in the Certificate Examinations (Final Report on Phase 1). Dublin: St Patrick's College.

Close, S., Oldham, E., Hackett, D., Dooley, T., Shiel, G., & O'Leary, M. (2003). A study of the effects of calculator use in schools and in the Certificate Examinations (Summary Report on Phase 1). Dublin: St Patrick's College.

Teaching Resources

Dooley, T. (2002). Action Maths 2nd Class, pupils' textbook. Dublin: Folens.

Dooley, T. (2002). Action Maths 2nd Class, teacher's handbook. Dublin: Folens.

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Last Updated: Tuesday May 15 2012