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Dr. Aibhin Bray

Assistant Professor (Education)

 


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.
  21C Teaching and learning   Higher education access   Innovative Pedagogy   Mathematics Education   PEDAGOGY   Widening Participation
 LEARNTECH-21C - Keeping pace with evidence-informed LEARNing TECHnologies for 21st Century skills: A sustainable testbed approach
 Blended Learning in Schools: A Universal Design Approach (UDL-BOE)
 Collaborative and Reflective Environments (CaRE) in Schools
 Teaching for Tomorrow (TfT)

Details Date
Co-Organiser and Chair for the NALA Numeracy Conference 2020: In collaboration with a colleague in NALA, I organised and chaired this National conference. It was attended by approximately 100 delegates with national and international speakers. 2020
Reviewer for Educational Studies in Mathematics 2021-2022
Reviewer for the British Journal of Educational Technology 2020 - 2021
Reviewer for the International journal of science and maths education 2020-2022
Reviewer for Computers and Education 2019 - 2022
PATH 2 and 3 Leinster Pillar 1 Evaluation: In my capacity as Theory of Change consultant, I was commissioned to evaluate the contribution of the Leinster Pillar of the Programme for Access to Higher Education strands 2 and 3. This involved engaging with various stakeholders from five HE institutions (UCD, TCD, MEI, NCAD and IADT) in three Theory of Change workshops, followed by a group interview and a review of institutional PATH reports. 2019-2020
Member of Board of Management, Stepaside Educate Together Secondary School 2017 - 2019
Reviewer for the International Journal of Mathematical education in Science and Technology 2020
Reviewer for EURASIA Journal of Mathematics, Science and Technology Education 2018
Reviewer for Multimodal Technologies and Interaction Journal 2020
Reviewer for MDPI - Sustainability 2021
Organising Committee Member for Constructionism 2020 Conference 2020
Language Skill Reading Skill Writing Skill Speaking
English Fluent Fluent Fluent
French Medium Medium Medium
Italian Fluent Medium Fluent
Details Date From Date To
European Society for Research in Mathematics Education (ERME) 2012 To date
Member of Irish Maths Teachers' Association (IMTA) 2019 To date
Association for Teacher Education in Europe (ATEE) 2020 To date
Quantitative Research Methods in, editor(s)Declan Fahie, Shane Bergin , The Student Guidebook to Doing your Research Project , Dublin, Ireland, UCD Press , 2022, [Aibhín Bray, Joanne Banks, Ann Devitt], Book Chapter, ACCEPTED
Aibhín Bray & Elizabeth Oldham, An exploration of the use of structured reflection tasks to surface prospective teachers' awareness of TPACK, Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bolzano, Italy [online], 2-5 February 2022, edited by Hodgen, J., Geraniou, E., Bolondi, G., & Ferretti, F. , Free University of Bozen-Bolzano and ERME, 2022, pp1 - 2, Notes: [Full page numbered version of the Proceedings will be published], Conference Paper, PUBLISHED  URL
Elizabeth Oldham & Aibhín Bray, Undergraduate mathematics students' reflections on school mathematics curricula after a major curriculum change in Ireland, Building on the Past to Prepare for the Future, 16th International Conference of The Mathematics Education for the Future Project, Cambridge, England, 8-13 August 2022, edited by Janina Morska & Alan Rogerson , WTM Verlag für wissenschaftliche Texte und Medien, Münster, 2022, pp378 - 383, Conference Paper, PUBLISHED  DOI
N Bresnihan, A Bray, L Fisher, G Strong, R Millwood, B Tangney, Parental involvement in computer science education and computing attitudes and behaviours in the home: Model and scale development, ACM Technical Symposium on Computer Science Education (SIGSCE) 2022, Providence, Rhode Island, USA, March 2-7, 2022, ACM SIGSCE, Invited Talk, PUBLISHED  URL
Aibhín Bray, Cliona Hannon, Brendan Tangney, Large-scale, design-based research facilitating iterative change in Irish schools - the Trinity Access Approach, Irish Educational Studies, 2022, p1 - 21, Journal Article, PUBLISHED  TARA - Full Text  DOI
Aibhín Bray, Learning Loss in Mathematics: Irish Teachers' Perspectives on the Effects of the Pandemic, Irish Mathematics Teachers' Association Annual Newsletter, (120), 2022, p86 - 94, Journal Article, PUBLISHED  URL
Aibhín Bray, Carina Girvan, Eilís Ní Chorcora, Students' Perceptions of Pedagogy for 21st Century Learning Instrument (S-POP-21): Concept, Validation, and Initial Results, Thinking Skills and Creativity, 2022, p19 , Journal Article, SUBMITTED
Elizabeth Oldham, Aibhín Bray, Melanie Ní Dhuinn, & Jennifer Liston, An analysis of undergraduate mathematicians' reactions and reflections about issues in mathematics education, ATEE Annual Conference 2020/2021: Re-imagining and remaking teacher education, Warsaw [online], 9-11 September 2021, 2021, Conference Paper, PRESENTED
Emma Berry, Aibhín Bray, and Elizabeth Oldham, Reflection on Project Maths after Ten Years: To What Extent Have Teaching Methods Changed?, Eighth Conference on Research in Mathematics Education in Ireland : MEI8, Dublin City University [online}, 15-16 October 2021, edited by Mary Kingston and Paul Grimes , DCU Institute of Education, 2021, pp133 - 140, Conference Paper, PUBLISHED  TARA - Full Text  DOI
Bray, A. and Byrne, J. R. and Tangney, B. and Oldham, E. , The Bridge21 Framework: Impact on Teachers and Implications for Equitable, Inclusive Classrooms, ATEE Spring Conference 2020-2021, ATEE, Firenze University Press, 2021, pp151 - 154, Conference Paper, PUBLISHED  DOI
  

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Brendan Tangney, Aibhín Bray, Ann Devitt, Carina Girvan, Eilís Ní Chorcora, Jen Maguire Donohoe, Joanne Banks, Kevin Sullivan, Lisa Keane, Philip Byrne, Rónán Smith and Cliona Hannon, Trinity Access - Project Overview, TARA, Trinity Access, Trinity College Dublin, December, 2021, Report, PUBLISHED
Aibhin Bray, Philip Byrne, Trinity Access: School Data 2019, Dublin, Ireland, Trinity Access, Trinity College Dublin, August, 2019, Report, PUBLISHED
Aibhin Bray & Philip Byrne, Trinity Access Teacher Data 2019, TARA, 2019, Report, PUBLISHED
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, PUBLISHED

  

Award Date
Telecommunications Graduate Initiative Postgraduate Scholarship 2012 - 2015
Postgraduate Scholarship, University College Dublin 2000 - 2002
Irish Research Council for Science Engineering and Technology (IRCSET) Scholarship 2002 - 2004
2nd Year Arts Academic Award, University College Dublin 1997
1st Year Arts Academic Award, University College Dublin 1996
My research is at the frontier and intersection of disciplines (mathematics education, innovative pedagogies, and widening participation), a core principle of Trinity's Research Charter (Principle 4). My original field of research, mathematics education, broadened into a wider interest in pedagogy, with a particular focus on the relationship between student engagement and innovative, "21st Century" (21C) pedagogies. My involvement in Trinity Access - Trinity's widening participation programme - has further developed this, with my research exploring the impact of 21C pedagogies on the engagement of students who attend schools with traditionally low progression to post-secondary education. My research demonstrates leadership and scholarship by: 1. developing new research areas at the interface of mathematics education, technology, and innovative pedagogies which have been successful in the spread of scholarly ideas, demonstrated by my publications in highly ranked journals (Computers & Education; Mathematics Education Research Journal); 2. developing international research collaborations (University of Madrid: UDL-BOE project, 2021-2023); 3. broadening the impact of my research nationally and internationally (Research Charter Principles 5 and 6) by engaging with a. policy makers: Center for Educational Research and Innovation, OECD (invited panellist); Department of Education and Skills, b. education support services: Professional Development Services for Teachers; Junior Cycle for Teachers (guest speaker), c. practitioners: Irish Maths Teachers' Association; National Adult Literacy Agency (invited speaker, keynote speaker); 4. securing highly competitive research funding (232,330 EUR: including two Erasmus+ grants as PI); 5. attracting and developing research talent (Research Charter Principle 3) . My work demonstrates innovative, high-quality communication with educational stakeholders (Research Charter Principle 6), e.g., my research activities during the Covid-19 school closures (research reports and webinars, targeted at parents, teachers, principals and policy makers, reached ~14,000 people). These activities received significant attention in national media (Irish Times, Irish Independent, Business Post, FM-104, RTE radio "Drivetime").