This is a list of my publications. You can read them through my academic social networks, or directly from the links to the publishers’ websites.
Papers in refereed journals
Hernandez-Martinez, P., Rogovchenko, S., Rogovchenko, Y. and Treffert-Thomas, S. (2023). Collaboration between Mathematicians and Mathematics Educators: dialogical inquiry as a methodological tool in Mathematics Education research. Educational Studies in Mathematics. [Link]
Keane, T., Linden, T., Hernandez-Martinez, P., Molnar, A. and Blicblau, A. (2023). Digital technologies: Students’ expectations and experiences during their transition from high school to university. Education and Information Technologies, 28, 857-877. [Link]
Hernandez-Martinez, P., Dominguez, A., Zavala, G., Kambouri, M., Zubieta, J. and Clark, R. (2022). Applying the Delphi method with early-career researchers to explore a gender-issues agenda in STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), em2177. [Link]
Keane, T., Linden, T., Hernandez-Martinez, P. and Molnar, A. (2022). University students’ experiences and reflections of technology in their transition to online learning during the global pandemic. Education Sciences, 12(7), 453. [Link]
Prevett, P., Black, L., Hernandez-Martinez, P., Pampaka, M. and Williams, J. (2021). Integrating thematic analysis with cluster analysis of unstructured interview datasets: an evaluative case study of an inquiry into values and approaches to learning mathematics. International Journal of Research and Method in Education, 44(3), 273-286. [Link]
Hernandez-Martinez, P., Thomas, S., Viirman, O. and Rogovchenko, Y. (2021). “I’m still making dots for them”: Mathematics lecturers’ views on their mathematical modelling practices. International Journal of Mathematical Education in Science and Technology, 52(2), 165-177. [Link]
Alcock, L., Hernandez-Martinez, P., Godwin Patel, A. and Sirl, D. (2020). Study Habits and Attainment in Undergraduate Mathematics: A Social Network Analysis. Journal for Research in Mathematics Education, 51(1), 1-24. [Link]
Hernandez-Martinez, P. and Vos, P. (2018). “Why do I need to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities. ZDM Mathematics Education, 50(1-2), 245-257. [Link]
Kouvela, E., Hernandez-Martinez, P. and Croft, T. (2018). “This is what you need to be learning”: an analysis of messages received by first-year mathematics students during their transition to university. Mathematics Education Research Journal, 30(2), 165-183. [Link]
Treffert-Thomas, S., Viirman, O., Hernandez-Martinez, P. and Rogovchenko, Y. (2017). Mathematics lecturers’ views on the teaching of mathematical modelling. Nordic Studies in Mathematics Education, 22(4), 121-145. [Link]
Hernandez-Martinez, P. (2016). “Lost in transition”: Alienation and drop out during the transition to mathematically-demanding subjects at university. International Journal of Educational Research, 79, 231-239. [Link]
Black, L. and Hernandez-Martinez, P. (2016). Re-thinking science capital: the role of “capital” and “identity” in mediating students’ engagement with mathematically-demanding programmes at university. Teaching Mathematics and its Applications, 35(3), 131-143. [Link]
Harris, D., Black, L., Hernandez-Martinez, 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. [Link]
Hernandez-Martinez, P. and Williams, J. (2013). “Against the odds”: resilience in mathematics students in transition. British Educational Research Journal, 39(1), 45-59. [Link]
Pampaka, M., Williams, J., Hutcheson, G., Black, L., Davis, P., Hernandez-Martinez, P. and Wake, G. (2013). Measuring alternative learning outcomes: Dispositions to study in Higher Education. Journal of Applied Measurement, 14(2), 197-218. [Link]
Broughton, S., Robinson, C.L. and Hernandez-Martinez, P. (2013). Lecturers’ perspectives on the use of a mathematics-based computer-aided assessment system. Teaching Mathematics and Its Applications, 32(2), 88-94. [Link]
Pampaka, M., Williams, J., Hutcheson, G., Wake, G., Black, L., Davis, P. and Hernandez-Martinez, P. (2012). The association between mathematics pedagogy and learners’ dispositions for university study. British Educational Research Journal, 38(3), 473-496. [Link]
Hernandez-Martinez, 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. [Link]
Hernandez-Martinez, P., Williams, J., Black, L., Davis, P., Pampaka, M. and Wake, G. (2011). Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding. Research in Mathematics Education, 13(2), 201-216. [Link]
Black, L., Williams, J., Hernandez-Martinez, 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(1), 55-72. [Link]
Hernandez-Martinez, 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), 153-65. [Link]
Edited short papers
Broughton, S., Hernandez-Martinez, P. and Robinson, C.L. (2012) Research Report: Using focus groups to investigate the presence of formative feedback in CAA. Research in Mathematics Education, 14 (1), 87 – 88.
Book reviews
Hernandez-Martinez, P. (2010) Book review: Using Biographical Methods in Social Research. International Journal of Research & Method in Education, 33 (2), 199 – 203.
Chapters in edited works
Rogovchenko, Y., Astafieva, M., Hernandez-Martinez, P., Lytvyn, O., Morze, N., Patikova, Z., Rebenda, J. & Rogovchenko, S. (2021). Mathematical Modelling and Inquiry-Based Mathematics Education. In I. Gomez-Chacon, R. Hochmuth, B. Jaworski, J. Rebenda, J. Ruge & S. Thomas (Eds.). Inquiry in University Mathematics Teaching and Learning, The PLATINUM Project (pp. 147 – 170). Masaryk University Press.
Galligan, L., Coupland, M., Dunn, P.K., Hernandez-Martinez, P. and Oates, G. (2020). Research into Teaching and Learning of Tertiary Mathematics and Statistics. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster & K. Cartwright (Eds.) Research in Mathematics Education in Australasia 2016-2019 (pp. 269 – 292). Springer Nature.
Hernandez-Martinez, P. (2020). Science Capital, Habitus and Mathematical Modelling Practices in the Field of University Education. In G.A. Stillman, G. Kaiser & E. Lampen (Eds.) Mathematical Modelling Education and Sense Making (pp. 51 – 62). Springer.
Vos, P., Hernandez-Martinez, P. and Frejd, P. (2020). Connections of Science Capital and the Teaching and Learning of Mathematical Modelling – an Introduction. In G.A. Stillman, G. Kaiser & E. Lampen (Eds.) Mathematical Modelling Education and Sense Making (pp. 33 – 38). Springer.
Hernandez-Martinez, 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 Hernandez-Martinez, 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). IGI Global.
Broughton, S., Hernandez-Martinez, P. and Robinson, C.L. (2017). The effectiveness of Computer-Aided 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). IGI Global.
Robinson, C.L., Hernandez-Martinez, P. and Broughton, S. (2012). Mathematics Lecturers’ Practice and Perception of Computer-Aided Assessment. In P. Iannone & A. Simpson (Eds.) Mapping University Mathematics Assessment Practices (pp. 105 – 1118). HE STEM.
Williams, J., Black, L., Hernandez-Martinez, 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). Sense Publishers.
Williams, J., Black, L., Hernandez-Martinez, 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). Routledge.
Refereed conference papers (in proceedings)
Mali, A., Hernandez-Martinez, P., Anastasakis, M., Kouvela, E. and Treffert-Thomas, S. (2022). The interplay between person and environment, cognition and emotion: Using the concept of perezhivanie in Mathematics Education. In J. Hogden, E. Geraniou & G. Bolondi (Eds.), Proceedings of the 12th Congress of the European Research in Mathematics Education Group (CERME12). CERME.
Kouvela, E., Hernandez-Martinez, P. and Croft, T. (2017). Secondary-Tertiary 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 Psychology of Mathematics Education Conference, Szeged, Hungary: PME.
Hernandez-Martinez, P. and Harth, H. (2015). An Activity Theory analysis of group work in mathematical modelling. In K. Beswick, T. Muir and J. Wells (Eds.) Proceedings of the 39th Psychology of Mathematics Education Conference, (Vol. 3, pp. 57 – 64). Hobart, Australia: PME.
Hernandez-Martinez, P. and Harth, H. (2015). Different types of peer collaboration in undergraduate engineering mathematics lecture: who learns what and why? Electronic proceedings of the 8th IMA Conference on Mathematical Education of Engineers, Loughborough University, UK: IMA
Hernandez-Martinez, P. (2013). Teaching mathematics to engineers: modelling, collaborative learning, engagement and accountability in a Third Space. Mathematics Education and Contemporary Theory 2 Conference (MECT2), Manchester, UK: MMU.
Broughton, S., Hernandez-Martinez, P. and Robinson, C.L. (2013). A definition for effective assessment and implications on Computer-Aided Assessment practice. In A. Lindmeier and A. Heinz (Eds.) Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (PME), (Vol. 2, pp. 113 – 120). Kiel, Germany: PME.
Broughton, S., Hernandez-Martinez, P. and Robinson, C.L. (2011). Building a profile of how students engage with CAA in mathematics modules. Proceedings of the CETL-MSOR Conference, Coventry University, UK: MSOR Network.
Williams, J. and Hernandez-Martinez, 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 (PME), Bello Horizonte, Brazil: PME.
Hernandez-Martinez, 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 PME, and the XX North American Chapter, Morelia, Mexico: PME.
Williams, J., Black, L., Hernandez-Martinez, 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.
Hernandez-Martinez, 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 and short papers
Mahajan, S., Hernandez-Martinez, P. and Edwards, A. (2021). Understanding students’ spontaneous questioning in first-year undergraduate mathematics online tutorials. In S. Budgett & R. Cameron (Eds.). Proceedings of the 13th Delta Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics (p.78), Auckland, NZ.
Hernandez-Martinez, P. and Vos, P. (2019). Conceptualising the modelling cycle from a socio-cultural learning perspective. 19th International Conference on the Teaching of Mathematical Modelling and Applications, Hong Kong, China, July 2019.
Hernandez-Martinez, P. (2017). “It is the exam that counts”: Scientific capital, identity, institutional cultures and mathematical modelling practices at university. 18th International Conference on the Teaching of Mathematical Modelling and Applications, Cape Town, South Africa, July 2017.
Hernandez-Martinez, P. and Harth, H. (2016). Emotions in undergraduate mathematical modelling group work. 13th International Congress on Mathematical Education, Hamburg, Germany, July 2016.
Hernandez-Martinez, P. and Treffert-Thomas, S. (2016). Making sense of mathematical modelling pedagogical activity: a neo-Vygotskian perspective. Mathematics Education and Contemporary Theory 3 Conference. Manchester, UK, July 2016.
Treffert-Thomas, S., Viirman, O., Hernandez-Martinez, P., and Rogovchenko, Y. (2016). Mathematics lecturers’ views on mathematical modelling: A quest for understanding the gap between research and practice. Mathematics Working Group Meeting of the European Society for Engineering Education (SEFI). Gothenburg, Sweden, June 2016.
Hernandez-Martinez, P., and Goos, M. (2014). Mathematics at university: Practices, values and participation. In S. Oesterle, C. Nichol, & D. Allan (Eds.), Proceedings of the joint meeting of PME 38 and PME-NA 36 (Vol. 6, p. 98). Vancouver, Canada: PME.
Goos, M., and Hernandez-Martinez, P. (2014). Collegial peer observation as a means of influencing change in university mathematics teaching. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, p. 755). Sydney: MERGA.
Hernandez-Martinez, P. and Goos, M. (2014). What is the value of mathematics?: Encouraging meaningful participation in mathematics for engineering courses. CeTL-MSOR Conference, Cardiff University, UK, September.
Hernandez-Martinez, 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.
Hernandez-Martinez, 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.
Hernandez-Martinez, P. (2012). Introducing mathematical modelling in the teaching of engineers: sharing difficulties and successes from a lecturer’s view. CETL-MSOR Conference, University of Sheffield, UK, July 2012.
Hernandez-Martinez, 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.
Hernandez-Martinez, P. (2011). [In Symposium] A socio-cultural 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.
Hernandez-Martinez, 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.
Hernandez-Martinez, P. (2009). Algebra as a boundary object between school and college. European Conference on Educational Research (ECER), University of Vienna, Austria, November 2009.
Edited conference papers
Hernandez-Martinez, P. and Goos, M. (2014). Mathematics at university: practices, values and participation. Proceedings of the British Society for Research into Learning Mathematics Conference, 34(2), University of Southampton, June: BSRLM.
Broughton, S, Hernandez-Martinez, 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.
Hernandez-Martinez, 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.
Hernandez-Martinez, 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.
Short papers in professional publications
Hernandez-Martinez, 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
Hernandez-Martinez, P., Treffert-Thomas, S., Rogovchenko, Y. and Viirman, O. (2016). Mathematics lecturers’ views on the teaching of mathematical modelling, MatRIC Final report, project #150401. Norway: MatRIC.
Hernandez-Martinez, P. and Williams, J. (2010) Mathematics Learning, Identity and Education practice: the Transition into Post-compulsory Education, ESRC End of Award Report, RES-000-22-2890. Swindon: ESRC.
Hernandez-Martinez, P. and Williams, J. (2010) Mathematics Learning, Identity and Educational practice: the Transition into Post-compulsory Education, ESRC Impact Report, RES-000-22-2890. Swindon: ESRC.
