Here are links to some papers that I have authored and co-authored:
Charalambous, C.Y. & Delaney, S. (2020). “Mathematics teaching practices and practice-based pedagogies: A critical review of the literature since 2000” in D. Potari & O. Chapman, International handbook of mathematics teacher education Volume 1: Knowledge beliefs and identity in mathematics teaching and teaching development (2nd Ed). The original publication is available here. Leiden, NL: Brill. pp 355-390.
Delaney, S. (2020). Number in the senior primary classes: Commissioned research paper . Dublin: NCCA.
Delaney, S. (2017). Become the Primary Teacher Everyone Wants to Have: A Guide to Career Success . Book published by Routledge.
Delaney, S. (2017). Children’s Performance on a problem they were not taught to solve: A case study . Presentation at CERME 10, February 2017, Dublin
Stylianides A.J. & Delaney, S. (2017). Pre-service mathematics teachers’ knowledge and beliefs in G.J. Stylianides & K. Hino, IResearch Advances in the Mathematical Education of Pre-service Elementary Teachers . The original publication is available here. Cham, Switzerland: Springer. p. 219-28
Delaney, S. (2012). Maths Teaching in Your School: Questions to Clarify and Change Practice. Leadership+ 70, p. 6.
Delaney, S. (2012). A validation study of the use of mathematical knowledge for teaching measures in Ireland. ZDM 44 (3), 427-441. The final publication is available at www.springerlink.com at http://www.springerlink.com/content/u56175kt040q4578/
Blömeke, S. & Delaney, S. (2012). Assessment of teacher knowledge across countries: A review of the state of research. ZDM 44 (3), 223-247. The final publication is available at http://www.springerlink.com/content/w7214t0124j75835/
Stylianides A.J. & Delaney, S. (2011). Pre-service mathematics teachers’ knowledge and beliefs in T.Rowland & K. Ruthven, Mathematical Knowledge in Teaching The original publication is available here. Dordrecht: Springer. p. 171-91
Delaney, S. (2010) Knowing what counts: Irish primary teachers’ mathematical knowledge for teaching. Dublin, Ireland: Marino Institute of Education & Department of Education and Science
Delaney, S. (2010) The absent voice of (primary) teachers. Intouch, 114, October 2010
Charalambous, C.Y., Delaney, S., Hsu, H., & Mesa, V. (2010) A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries. Mathematical Thinking and Learning 12 (2), 117-151. The original publication is available here.
Delaney, S. (2009) A Study of Teaching the Skills of the Primary School Mathematics Curriculum: Teaching Equivalence in context. Report prepared for and funded by The Teaching Council.
Delaney, S. (2008) Knowledge for practice: The mathematical demands of primary teaching. Intouch, 99, November 2008
Delaney, S. (2008) Unacknowledged Expertise: Irish Teachers’ Mathematical Knowledge for Teaching. Intouch, 98, October 2008
Delaney, S., Ball, D.L., Hill, H.C., Schilling, S.G., & Zopf, D., (2008) “Mathematical knowledge for teaching”: Adapting U.S. measures for use in Ireland. Journal of Mathematics Teacher Education, 11(3), 171-197. The original publication is available here.
Delaney S., 2008, Adapting and using U.S. measures to study Irish teachers’ mathematical knowledge for teaching. Unpublished doctoral dissertation: University of Michigan
Delaney, S. (2005). Mathematics professional development for primary teachers: Looking back and looking forward. In Close, S., Dooley, T., & Corcoran, D., (Eds.) Proceedings of the first national conference on research in mathematics education (p. 235 – 249). Dublin, Ireland: St. Patrick’s College.
Delaney, S. (2003) Different Ways to Calculate. Intouch, 46, January/February 2003, Dublin, Ireland: Irish National Teachers’ Organisation
Delaney, S. (2002) Using Gaelic Games to Teach Mathematics Primary teachers’ mathematics association newsletter. Dublin, Ireland.
Delaney, S. (1999) Physical Coordination and Dyslexia. Unpublished manuscript.
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