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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 Computers and Education 2019 - 2022
Reviewer for the International journal of science and maths education 2020-2022
Reviewer for HEYLION 2023
Reviewer for Irish Educational Studies 2023
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
Irish Maths Teachers' Association (IMTA) 2019 To date
Association for Teacher Education in Europe (ATEE) 2020 To date
Derek Maher & Aibhín Bray, `Please don't forget me!' Transition Year Mathematics - the forgotten middle child? A Delphi Study., Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Thirteenth Congress of the European Society for Research in Mathematics Education, Budapest, Hungary, 10 - 14 July 2023, 2023, pp8 , Conference Paper, ACCEPTED
Elizabeth Oldham & Aibhín Bray, Innovative experiential practice(s) in teacher education: A case study in an Irish university, The Mathematics Education for the Future Project Symposium: Innovative teaching practices, Oxford, England, August 14-18 2023, edited by Janina Morska & Alan Rogerson , WTM-Verlag, 2023, pp174 - 180, Conference Paper, PUBLISHED  DOI
Bray, Aibhin, Devitt, Ann, Banks, Joanne, Sanchez Fuentes, Sergio, Sandoval, Marta, Riviou, Katerina, Byrne, Darren, Flood, Margaret, Reale, Jean, Terrenzio, Silvia, What next for Universal Design for Learning? A Systematic Literature Review of Technology in UDL Implementations at Second Level, British Journal of Educational Technology, 2023, p1 - 26, p22 , Journal Article, PUBLISHED  DOI  URL
Eilís Ní Chorcora, Aibhín Bray, Joanne Banks, A Systematic Review of Widening Participation - Exploring the Effectiveness of Outreach Programmes for Students in Second-level Schools, Review of Education, 2023, p36 , Journal Article, PUBLISHED  DOI
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, 2023, p20 , Journal Article, PUBLISHED  DOI
Brendan Tangney, Carina Girvan, Eilís Ni Chorcora, Aibhín Bray, Overcoming Barriers to Teaching 21C Skills: The Bridge21 Approach, IRISH EDUCATIONAL STUDIES, 2023, p25 , Journal Article, SUBMITTED
Brendan Tangney, Carina Girvan, Eilís Ní Chorcora & Aibhín Bray, Overcoming barriers to teaching 21C skills: the Bridge21 approach, Irish Educational Studies, 2023, Journal Article, PUBLISHED  DOI
Quantitative Research Methods in, editor(s)Fahie, Declan, Bergin, Shane , Doing Research in Education: A Beginner's Guide, Dublin, Ireland, UCD Press, 2022, [Bray, Aibhín, Banks, Joanne, Devitt, Ann], Book Chapter, PUBLISHED  URL
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, pp2514 - 2516, Conference Paper, PUBLISHED
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

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Tangney, Brendan, Bray, Aibhín, Devitt, Ann, Girvan, Carina, Ní Chorcora, Eilís, Maguire Donohoe, Jen, Banks, Joanne, Sullivan, Keane, Lisa, Byrne, Philip, Smith, Rónán and Hannon, Cliona, Trinity Access - Project Overview, 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
TCD Covid-19 Rapid Response Initiative 2020
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 and inclusive 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 Programmes - 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 panelist); 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 (732,330 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').