 HernandezMartinez, P. and Vos, P. (In press). “Why do I need to learn this?” A case study on students' experiences of the relevance of mathematical modelling activities. ZDM Mathematics Education. Online First: doi.org/10.1007/s1185801709042.
 Kouvela, E., HernandezMartinez, P. and Croft, T. (In press). “This is what you need to be learning”: an analysis of messages received by firstyear mathematics students during their transition to university. Mathematics Education Research Journal. Onine First: doi.org/10.1007/s1339401702262
 HernandezMartinez, P. (2016). “Lost in transition”: Alienation and drop out during the transition to mathematicallydemanding subjects at university. International Journal of Educational Research, 79, 231 – 239.

Black, L. and HernandezMartinez, P. (2016). Rethinking science capital: the role of “capital” and “identity” in mediating students’ engagement with mathematicallydemanding programmes at university. Teaching Mathematics and its Applications, 35(3), 131 – 143.

Harris, D., Black, L., HernandezMartinez, P., Pepin, B. and Williams, J. with the Transmaths team (2015). Mathematics and its value for engineering students: what are the implications for teaching? International Journal of Mathematical Education in Science and Technology, 46(3), 321 – 336.

HernandezMartinez, P. and Williams, J. (2013). “Against the odds”: resilience in mathematics students in transition. British Educational Research Journal, 39(1), 45 – 59.

Pampaka, M., Williams, J., Hutcheson, G., Black, L., Davis, P., HernandezMartinez, P. and Wake, G. (2013). Measuring alternative learning outcomes: Dispositions to study in Higher Education. Journal of Applied Measurement, 14(2), 197 – 218.

Broughton, S., Robinson, C.L. and HernandezMartinez, P. (2013). Lecturers’ perspectives on the use of a mathematicsbased computeraided assessment system. Teaching Mathematics and Its Applications, 32(2), 88  94.

Pampaka, M., Williams, J., Hutcheson, G., Wake, G., Black, L., Davis, P. and HernandezMartinez, P. (2012). The association between mathematics pedagogy and learners’ dispositions for university study. British Educational Research Journal, 38(3), 473 – 496.

HernandezMartinez, P., Williams, J., Black, L., Davis, P., Pampaka, M. and Wake, G. (2011). Students’ views on their transition from School to College mathematics: rethinking “transition” as an issue of identity. Research in Mathematics Education, 13(2), 119 – 131.

HernandezMartinez, P., Williams, J., Black, L., Davis, P., Pampaka, M. and Wake, G. (2011). Mathematics coursework as facilitator of formative assessment, studentcentred activity and understanding. Research in Mathematics Education ,13(2), 201 – 216.

Black, L., Williams, J., HernandezMartinez, P., Davis, P., Pampaka, M. and Wake, G. (2010). Developing a ‘Leading Identity’: the Relationship between Students’ Mathematical Identities and their Career and Higher Education Aspirations. Educational Studies in Mathematics, 73, 55 – 72.

HernandezMartinez, P., Black, L., Williams, J., Davis, P., Pampaka, M. and Wake, G. (2008). Mathematics students' aspirations for higher education: class, ethnicity, gender and interpretative repertoire styles. Research Papers in Education, 23(2), 153 – 165.
BOOKS
» Chapters in edited works

HernandezMartinez, P. and Pampaka, M. (2017). “I did use to like maths…”: Emotional changes towards mathematics in Secondary School education. In U. Xolocotzin Eligio (Ed.), Understanding Emotions in Mathematical Thinking and Learning (pp. 187  220). Elsevier Academic Press.

Galloway, R.K. and HernandezMartinez, P. (2017). The importance of the disciplinary perspective in educational research. In M.S. Ramirez Montoya (Ed.) Handbook of Research on Driving STEM Learning with Educational Technologies (pp. 202 – 218). Hershey, PA: IGI Global.

Broughton, S., HernandezMartinez, P. and Robinson, C.L. (2017). The effectiveness of ComputerAided Assessment for the purposes of a mathematical sciences lecturer. In M.S. Ramirez Montoya (Ed.) Handbook of Research on Driving STEM Learning with Educational Technologies (pp. 427 – 443). Hershey, PA: IGI Global.

Robinson, C.L., HernandezMartinez, P. and Broughton, S. (2012) Mathematics Lecturers’ Practice and Perception of ComputerAided Assessment. In P. Iannone & A. Simpson (Eds.), Mapping University Mathematics Assessment Practices (pp. 105 – 1118). East Anglia: HE STEM.

Williams, J., Black, L., HernandezMartinez, P., Davis, P., Pampaka, M. and Wake, G. (2009) Repertoires of aspiration, narratives of identity, and cultural models of mathematics in practice. In M. César & K. Kumpulainen (Eds), Social Interactions in Multicultural Settings (pp. 39 – 69). Rotterdam: Sense.

Williams, J., Black, L., HernandezMartinez, P., Davis, P. Pampaka, M. and Wake, G. (2009) Pedagogies for social diversity and difference. In M. David et. al. (Eds), Improving learning by Widening Participation in Higher Education (pp. 109 – 123). London: Routledge.
CONFERENCES
» Refereed conference papers (in proceedings)
 Kouvela, E., HernandezMartinez, P. and Croft, T. (2017). SecondaryTertiary transition: How messages transmitted by lecturers can influence students’ identities as mathematics learners? In B. Kaur, W.K. Ho, T.L. Toh and B.H. Choy (Eds.) Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 81 – 88). Singapore: PME.
 Alcock, L., Hernandez Martinez, P. and Godwin Patel, A. (2016). Study habits in undergraduate mathematics: A social network analysis. In C. Csikos, A. Rausch and J. Szitanyo (Eds.) Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. Szeged, Hungary: PME.
 HernandezMatinez, P. and Harth, H. (2016). Emotions in undergraduate mathematical modelling group work. In Proceedings of the 13th International Congress on Mathematical Education. Hamburg, Germany: ICMI.
 HernandezMatinez, P. and Harth, H. (2015). An Activity Theory analysis of group work in mathematical modelling. In K. Beswick, T. Muir & J. Wells (Eds.) Proceedings of the 39th Conference of the International Group for the Pshychology of Mathematics Education (Vol. 3, pp. 57  64). Hobart, Australia: PME.
 HernandezMartinez, P. and Harth, H. (2015). Different types of peer collaboration in undergraduate engineering mathematics lectures: who learns what and why? In Proceedings of the 8th IMA conference on Mathematical Education of Engineers, Loughborough University, UK: IMA.
 HernandezMartinez, P. (2013) Teaching mathematics to engineers: modelling, collaborative learning, engagement and accountability in a Third Space. Mathematics Education and Contemporary Theory 2 Conference (MECT2), June 2013, Manchester, UK: MMU.
 Broughton, S., HernandezMartinez, P. and Robinson, C.L. (2013) A definition for effective assessment and implications on ComputerAided Assessment practice. In A. Lindmeier and A. Heinz (Eds.) Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 113  120). Kiel, Germany: PME.
 Broughton, S., HernandezMartinez, P. and Robinson, C.L. (2011) Building a profile of how students engage with CAA in mathematics modules. In D. Waller and P. Rowlett (Eds.) Proceedings of the CETLMSOR Conference (pp. 56). Coventry University, UK: MSOR Network.
 Williams, J. and HernandezMartinez, P. (2010) Teaching mathematics in school and university: the case of a boundary crosser. Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education. Bello Horizonte, Brazil: PME.
 HernandezMartinez, P. (2008) Institutional Practices and the Mathematical Identity of Undergraduates. Proceedings of the Joint Meeting of the 32nd Conference of the International Group for the Psychology of Mathematics Education, and the XX North American Chapter . Morelia, Mexico: PME.
 Williams, J., Black, L., HernandezMartinez, P., Davis, P., Hutcheson, G., Nicholson, S., Pampaka, M., and Wake, G. (2007). Storying Mathematical Identities with Cultural Models. Proceedings of the 5th Conference of the European Society for Research in Mathematics Education (ERME). Larnaka, Cyprus: ERME.
 HernandezMartinez, P. (2005). Motivation, Identity and the Use of Mathematical Knowledge by Computer Science Students. Proceedings of the 7th International Conference in Technology in Mathematics Teaching (ICTMT7), Bristol, UK.
» Refereed conference abstracts
 HernandezMartinez, P. (2012) [In Keynote Symposium] "How to lose students and alienate people": alienation and drop out during the transition to mathematically demanding subjects at University. British Educational Research Association (BERA) Conference, University of Manchester, UK, September 2012.
 HernandezMartinez, P. (2012) Issues and dilemmas in designing and implementing mathematics modelling tasks for undergraduate engineers. British Educational Research Association (BERA) Conference, University of Manchester, UK, September 2012.
 HernandezMartinez, P. (2012) Introducing mathematical modelling in the teaching of engineers: sharing difficulties and successes from a lecturer’s view. CETLMSOR Conference, University of Sheffield, UK, July 2012.
 HernandezMartinez, P. (2012) Mathematical modelling competencies in engineering: more than facts, skills and knowing what to do with them. Mathematics Working Group Meeting of the European Society for Engineering Education (SEFI), University of Salamanca, Spain, June 2012.
 HernandezMartinez, P. (2011) [In Symposium] A sociocultural approach to resilience in students’ mathematical transition to College and University. Third Congress of the International Society for Cultural Activity Research (ISCAR), Rome, Italy, September 2011.
 HernandezMartinez, P. and Williams, J. (2010) [In Symposium] Independence of learning in transition from school to 6th form college mathematics. British Educational Research Association (BERA) Conference, University of Warwick, UK, September 2010.
 HernandezMartinez, P. (2009) Algebra as a boundary object between school and college. Presented at the European Conference on Educational Research (ECER), University of Vienna, Austria, November 2009.
 HernandezMartinez, P. (2009) Transition from mathematics GCSE to AS level: contradictions and problems for institutions but development of identity and opportunity for students. British Educational Research Association (BERA) Conference, University of Manchester, UK, September 2009.
 HernandezMartinez, P., Black, L., Williams, J., Davis, P., Pampaka, M. and Wake, G. (2008) The impact of social class and ethnicity on students’ Higher Education aspirations and its relation to mathematics. Society for Research into Higher Education (SRHE) Annual Conference, Brighton, UK.
» Edited conference papers (in proceedings)
 Broughton, S, HernandezMartinez, P. and Robinson, C.L. (2011) Focus groups to ascertain the presence of formative feedback in CAA. Proceedings of the British Society for Research into Learning Mathematics Conference, 31(2), University of Leeds, June: BSRLM.
 HernandezMartinez, P., Williams, J. and Farnsworth, V. (2011) Supporting students in their transition to university mathematics. Proceedings of the British Society for Research into Learning Mathematics Conference, 31(2), University of Leeds, June: BSRLM.
 HernandezMartinez, P. and Williams, J. (2008) Ethics, Performativity and Decision Mathematics. Proceedings of the British Society for Research into Learning Mathematics Conference, 28(2), University of Southampton, June: BSRLM.
OTHERS
» Short papers in professional publications
 HernandezMartinez, P. (2012). Smartpens in engineering mathematics at Loughborough. In P. Rowlett (Ed.) Media Enhanced Teaching and Learning: Case studies and evidence of effective use (pp. 20 – 21). University of Nottingham: MSOR Network.
» Official reports
 HernandezMartinez, P., TreffertThomas, S., Rogovchenko, Y. and Viirman, O. (2016). Mathematics lecturers’ views on the teaching of mathematical modelling, MatRIC Final report, project #150401. Norway: MatRIC.
 HernandezMartinez, P. and Williams, J. (2010) Mathematics Learning, Identity and Educational practice: the Transition into Postcompulsory Education, ESRC End of Award Report, RES000222890. Swindon: ESRC.
 HernandezMartinez, P. and Williams, J. (2010) Mathematics Learning, Identity and Educational practice: the Transition into Postcompulsory Education, ESRC Impact Report, RES000222890. Swindon: ESRC.