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Dr. Aibhin Bray
Assistant Professor, Education

Biography

Dr Aibhín Bray is an Assistant Professor in Mathematics Education at the School of Education in Trinity College Dublin.

She previously worked as the co-ordinator of research for Trinity's widening participation programme: Trinity Access. She holds a B.A. (Int) in Mathematics and Italian and an M.Sc. in Computer Science from University College Dublin, and a H.Dip. in Education and a Ph.D. in Technology and Mathematics Education from Trinity College Dublin.

Aibhín has experience in the design and validation of research instruments as well as in large-scale (quantitative and qualitative) data collection and analysis. She is a former teacher of Mathematics and has worked with teachers at national and international levels through a variety of Irish and EU projects.

Publications and Further Research Outputs

Peer-Reviewed Publications

Aibhín Bray, Joanne Banks, Eilís Ní Chorcora, Connection before content: using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland, Irish Educational Studies, 40, (2), 2021 Journal Article, 2021 DOI

Sullivan K., Bray A., & Tangney B., Developing twenty-first-century skills in out-of-school education: The Bridge21 Transition Year programme, Technology, Pedagogy and Education, 2020 Journal Article, 2020 DOI

Ann Devitt, Aibhin Bray, Joanne Banks, Eilís Ní Chorcora, Teaching and Learning During School Closures: Lessons Learned. Irish Second-Level Teacher Perspectives, Dublin, Trinity College Dublin, July, 2020 Report, 2020 TARA - Full Text

Aoife Harrison, Aibhín Bray, Brendan Tangney , An Exploration of the effect of Bray's Activity Design Heuristics on Students' Learning of Transformation Geometry, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, Congress of European Research in Mathematics Education (CERME) 11, Utrecht, the Netherlands, 6th - 9th Feb, 2019, edited by Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M , Utrecht University and ERME, 2020, pp2846 - 2847 Conference Paper, 2020

Aibhin Bray, Philip Byrne, Michelle O'Kelly, A Short Instrument for Measuring Students' Confidence with 'Key Skills' (SICKS): Development, Validation and Initial Results, Thinking Skills and Creativity, 37, 2020, p1 - 14 Journal Article, 2020 TARA - Full Text

Aibhín Bray, Eilís Ní Chorcora, Jen Maguire Donohue, Joanne Banks and Ann Devitt, Post-primary Student Perspectives on Teaching and Learning During Covid-19 School Closures: Lessons learned from Irish Students from schools in a Widening Participation Programme, Dublin, Trinity College Dublin, August, 2020 Report, 2020 TARA - Full Text

STEM CPD For 21st Century Teaching & Learning - The Bridge21 Approach in, editor(s)Leite, L., Oldham, E., Afonso, A.S., Viseu, F., Dourado, L. & Martinho, M.H. , Science and mathematics education for 21st century citizens: challenges and ways forwards, New York, Nova Science Publishers, 2020, [Bray A., Byrne J.R., & Tangney B.] Book Chapter, 2020

Ann Devitt, Colman Ross, Aibhín Bray, Joanne Banks, Parent Perspectives on Teaching and Learning During Covid-19 School Closures: Lessons Learned from Irish Primary Schools, Dublin, Ireland, Trinity College Dublin, July, 2020 Report, 2020 URL

Ann Devitt, Colm Ross, Aibhín Bray and Joanne Banks, Parent Perspectives on Teaching and Learning During Covid-19 School Closures: Lessons Learned from Irish Primary Schools, Dublin, Trinity College Dublin, July, 2020 Report, 2020 TARA - Full Text

Aibhín Bray, Elizabeth Oldham and Ciarán Bauer, Mathematics & Science Teaching in the Contemporary Classroom: Current Perspectives and Suggestions for Professional Development, 2017 ATEE Annual Conference: Conference Proceedings - Changing Perspectives and Approaches in Contemporary Teaching, Dubrovnik, Croatia, 23-25 October 2017, edited by Marija Sablić, Alma kugor, Ivana Đurđević Babić , 2018, pp1 - 18 Conference Paper, 2018 URL

Mark Prendergast, Cormac Breen, Aibhin Bray, Fiona Faulkner, Brian Carroll, Dominic Quinn and Michael Carr, Investigating secondary students beliefs about mathematicalproblem-solving, INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, 49, (8), 2018, p1203 - 1218 Journal Article, 2018

Aibhín Bray, Elizabeth Oldham and Katriona O'Sullivan, A Study of Readiness for the Integration of 21st Century Practices in the Mathematics Classrooms, 10th Congress of European Research in Mathematics Education (CERME10), Dublin, 1-5 February 2017, edited by Therese Dooley & Ghislaine Gueudet , DCU Institute of Education and ERME, 2017, pp3217 - 3218 Conference Paper, 2017 URL

Aibhin Bray, Brendan Tangney, Technology usage in mathematics education research - A systematic review of recent trends, Computers & Education, 2017, p255 - 273 Journal Article, 2017 TARA - Full Text

Aibhin Bray, Brendan Tangney, Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education, Mathematics Education Research Journal, 28, (1), 2016, p173 - 197 Journal Article, 2016

The Bridge21 Model of 21st Century Learning in the Mathematics Classroom - Teachers' Perspectives in, editor(s)Costagliola, G. Uhomoibhi, J. Zvacek, S. McLaren B. M. , Computers Supported Education - 8th International Conference, CSEDU 2016 Revised Selected Papers, Cham, Switzerland, Springer, 2016, pp476 - 496, [Aibhin Bray] Book Chapter, 2016

Aibhin Bray, Teachers' Experiences of the Integration of 21st Century Learning in the Mathematics Classroom - The Bridge21 Model in Action, Proceedings of the 8th International Conference on Computer Supported Education, 8th International Conference on Computer Supported Education (CSEDU 2016), Rome, Italy, April 2016, edited by James Uhomoibhi, Gennaro Costagliola, Susan Zvacek, Bruce M. McLaren , 2, SCITEPRESS - Science and Technology Publications, 2016, pp219 - 230 Conference Paper, 2016

Realistic Mathematics Education, Mobile Technology & The Bridge21 Model For 21st Century Learning - A Perfect Storm in, editor(s)H. Crompton & J. Traxler , Mobile Learning and Mathematics: Foundations, Design, and Case Studies, Abingdon, Oxfordshire, Routledge, 2015, pp96 - 105, [B. Tangney, A. Bray & E. Oldham] Book Chapter, 2015

Bray, A., & Tangney, B., Barbie Bungee Jumping, Technology and Contextual Learning of Mathematics., 6th International Conference on Computer Supported Education (CSEDU 2014), 2014, pp206 - 213 Conference Paper, 2014 TARA - Full Text

Aibhin Bray, Brendan Tangney, Barbie Bungee Jumping, Technology and Contextualised Learning of Mathematics, Proceedings of the 6th International Conference on Computer Supported Education, 6th International Conference on Computer Supported Education (CSEDU 2014), Barcelona, Spain, April, 2014, edited by Susan Zvacek, Maria Teresa Restivo, James Uhomoibhi and Markus Helfert , 3, SCITEPRESS - Science and Technology Publications, 2014, pp206 - 213 Conference Paper, 2014

Aibhin Bray, Elizabeth Oldham, Brendan Tangney, THE HUMAN CATAPULT AND OTHER STORIES - ADVENTURES WITH TECHNOLOGY IN MATHEMATICS EDUCATION, Proceedings of the 11th International Conference on Technology in Mathematics Teaching ICTMT 11, 11th International Conference on Technology in Mathematics Teaching (ICTMT11), Bari, Italy, July, 2013, edited by Eleonora Faggiano, Antonella Montone , University of Bari, 2013, pp77 - 84 Conference Paper, 2013 TARA - Full Text

Brendan Tangney, Aibhín Bray, Mobile Technology, Maths Education & 21C Learning, Proceedings of the 12th World Conference on Mobile and Contextual Learning, 2th World Conference on Mobile and Contextual Learning (mLearn 2013), Doha, Qatar, 2013, (3), Hamad bin Khalifa University Press, 2013, pp20 - 27 Conference Paper, 2013

Aibhin Bray, Mathematics, Technology Interventions and Pedagogy- Seeing the Wood From the Trees, Proceedings of the 5th International Conference on Computer Supported Education, 5th International Conference on Computer Supported Education (CSEDU 2013), Aachen, Germany, May, 2013, SCITEPRESS - Science and Technology Publications, 2013, pp57 - 63 Conference Paper, 2013 DOI TARA - Full Text

Non-Peer-Reviewed Publications

Aibhin Bray, Philip Byrne, Trinity Access: School Data 2019, Dublin, Ireland, Trinity Access, Trinity College Dublin, August, 2019 Report, 2019 TARA - Full Text URL

Aibhin Bray, Ciarán Bauer, TfT Survey Report on 21st Century Practices in EU Classrooms, Dublin, Ireland, Trinity College Dublin and Erasmus+, November, 2017, 16 Report, 2017

Research Expertise

Description

Post-primary Mathematics Education, Active Learning, Realistic Mathematics Education, Pedagogies and Approaches to support Key Skills Development, Collaborative Teaching Practices, and Widening Participation

Projects

  • Title
    • Collaborative and Reflective Environments (CaRE) in Schools
  • Summary
    • There is a significant body of research that points to the need for methods of teaching and learning that are innovative, competency-based and student-centred, but despite moves to change the curricular focus, a traditional model of schooling is still prevalent. Teachers are the agents of change in the reform process but can also be inflexible and can resist change unless they understand and agree with the reasoning behind a reform, its implications for their classroom practice, and consequences for their students. An objective of this project is to support and enhance the development of collaborative and reflective environments (CaRE) in schools. We will mirror the development of key skills and competences that are generally advocated for students, within the whole-school environment by encouraging teachers to work increasingly collaboratively, and by providing structures in which sharing, communicating and critically reflecting on practice becomes the norm. Through collaboration with our partners across Europe, we aim to establish a set of guidelines to support teachers to come together to communicate and share good practice and creative approaches, and to critically evaluate and reflect. In order to facilitate this, one of the project objectives is to develop resources for reflection at whole-school level. Our aim is to develop tools and procedures that assist in the identification of common goals as well as resources for planning and assessing progress towards them. A total of 42 participants will take part in this project, made up of 6 teachers from each of the 7 partner schools. Thanks to the transnational nature of the project, and the choice of partners with clusters as well as individual schools, we have been able to establish a project structure that reflects three levels of CaRE: within schools, between schools, and online. Throughout the project, the partners will develop and promote processes and resources to support CaREs in their school, within their cluster, and at project level. The theory that will be used to underpin the activities is drawn from research into Communities of Practice, with particular emphasis on the "TeachMeet" approach for teachers to share good practice, practical innovations and personal insights into teaching. An overarching Theory of Change (ToC) methodology will be employed. This is an innovative and holistic method that can be used to assess the progress of the project in terms of meeting its overarching goals, individual activity aims, and to guide the project partners and participants in evaluating their own progress. Within the ToC framework, mixed-methods, involving qualitative and quantitative indicators, will be employed to monitor the progress, quality and achievements of the project and its activities. By working with schools in a variety of countries and contexts, we hope to develop a robust, but flexible set of guidelines and resources that will be pragmatic and adaptable. It is expected that this project will have a positive impact at local, regional, national, European and potentially international levels. In fact, the structure of the project will support such impact at each of these levels through the development of CaRE in Schools, CaRE Clusters and CaRE online, with each level growing from and building on the previous. Through the LTTs and development of outputs, our intention is to abstract the fundamental structures and supports required in order to successfully develop CaREs at each of these levels, in order to create resources that can be used to inform other institutions' development in this way. In addition to this, the modules and resources developed through the project will support these burgeoning CaRE communities at European/international levels.
  • Funding Agency
    • European Comission
  • Date From
    • Sept 2020
  • Date To
    • Aug 2023
  • Title
    • Teaching for Tomorrow (TfT)
  • Summary
    • This focus of this project is the development of a European model of teaching and learning that will help to address the need for students to become effective problem-solvers and self-directed learners. Our overall is twofold: to develop a coherent model for the integration of an inquiry-based approach to 21CL in order to scaffold the development of these skills; and to simultaneously create a related model of CPD in order to support teachers with its implementation. Our rationale is echoed in the OECD/PISA documentation that measures students' abilities to apply "their knowledge to real-life situations and be equipped for full participation in society". The PISA report (2012) highlights the need for prioritisation of opportunities for students to develop the habits and reasoning skills that will permit them to become effective problem-solvers and self-directed learners. We argue that a structured combination of IBL and 21CL forms a valid model to address this need. A combination of IBL and 21CL can be seen as addressing some of the issues raised in the PISA report, however, the PRIMAS report (2013) has highlighted that although many practitioners wish to impart these skills to their students and to include them in their teaching practice, they are hampered by factors relating to curriculum and assessment, classroom management/orchestration, and resources, including CPD. In particular, teachers often do not feel confident redefining their role in the classroom from initiator and controller to guide and facilitator. Bridge21 is an education programme that has been developed in TCD. It offers a new pedagogic model, and supports an innovative learning environment within schools that is team-based, technology-mediated, project-based, and cross-curricular. Bridge21 offers a structured vehicle for the delivery of IBL/21CL in the classroom. It has also proven to be a successful model for CPD in the areas of information literacy, contextual mathematics and computer programming. It thus clearly addresses a number of the barriers to running effective IBL in the classroom. Our primary target group will consist of the group of secondary school teachers directly participating in the project. As the integration of IBL in the classroom is highly dependent on teacher attitudes and beliefs, part of our research will measure changes in teacher attitudes and beliefs before and after exposure to the Bridge21 model. A hoped for alteration in teacher beliefs during the CPD cycle will add weight to our argument for the power of the emerging model as highly relevant for both CPD and classroom orchestration. Thus, the aims of the projects are the following: 1. to analyse the teacher beliefs of the target audiences toward CPD, teaching and learning both before and after CPD interventions. 2. to develop workshops that will address the needs of the target group informed by the Bridge21 Model of CPD; 3. to create the specific educational tools that will be used in these workshops, and developed from these workshops; 4. to run pilot workshops in all the partner countries, and to instigate a cycle of lesson design with participating schools; 5. to transform the Bridge21 model, through international collaboration, into a robust, European model of 21CL 6. to disseminate the materials to relevant educational institutions in all involved countries and beyond.
  • Funding Agency
    • European Comission
  • Date From
    • Sept 2015
  • Date To
    • Aug 2018

Recognition

Representations

PATH 2 and 3 Leinster Pillar 1 Evaluation

Reviewer for the British Journal of Educational Technology

Reviewer for the International journal of science and maths education

Reviewer for Computers and Education

Reviewer for the International Journal of Mathematical education in Science and Technology

Reviewer for EURASIA Journal of Mathematics, Science and Technology Education

Reviewer for Multimodal Technologies and Interaction Journal

Reviewer for MDPI - Sustainability January 2021

Memberships

Member of Irish Maths Teachers' Association (IMTA) 2019