Hernandez-Martinez, P. (2026). The secondary-tertiary mathematics transition: A visionary research agenda for the field. Teaching Mathematics and its Applications, 45(3), 332-350. https://doi.org/10.1093/teamat/hrag018
Hernandez-Martinez, P. & Keane T. (2025). Learning Mathematics and its Relevance through a Digital Storytelling Assessment Task at University. International Journal of Mathematical Education in Science and Technology, 56(5), 811-827. https://doi.org/10.1080/0020739X.2023.2295895
Vos, P., Wiik, A. & Hernandez-Martinez, P. (2024). “Imagine, maths is used anywhere, and we don’t get to know this” – upper secondary students and the relevance of advanced mathematics. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1338205
Hernandez-Martinez, P., Rogovchenko, S., Rogovchenko, Y. & Treffert-Thomas, S. (2024). “The theorem says…”: Engineering students making meaning of solutions to Ordinary Differential Equations. Journal of Mathematical Behavior, 73, 101116. https://doi.org/10.1016/j.jmathb.2023.101116
Hernandez-Martinez, P., Rogovchenko, S., Rogovchenko, Y. & Treffert-Thomas, S. (2023). Collaboration between Mathematicians and Mathematics Educators: dialogical inquiry as a methodological tool in Mathematics Education research. Educational Studies in Mathematics, 114(1), 129-148. https://doi.org/10.1007/s10649-023-10245-w
Keane, T., Linden, T., Hernandez-Martinez, P., Molnar, A. & Blicblau, A. (2023). Digital technologies: Students’ expectations and experiences during their transition from high school to university. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11184-4
Rodriguez-Martinez, L. Y., Hernandez-Martinez, P., & Perez-Martinez, M. G. (2023). Development of a protocol to measure mathematics higher-order thinking skills in Mexican primary schools. Journal on Mathematics Education, 14(4), 781–796. https://doi.org/10.22342/jme.v14i4.pp781-796
Hernandez-Martinez, P., Dominguez, A., Zavala, G., Kambouri, M., Zubieta, J. & 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(11), em2177. https://doi.org/10.29333/ejmste/12508
Keane, T., Linden, T., Hernandez-Martinez, P. & 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. https://doi.org/10.3390/educsci12070453
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. http://doi.org/10.1080/1743727X.2020.1785416
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. http://doi.org/10.1080/0020739X.2019.1668977
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. http://doi.org/10.5951/jresematheduc.2019.0006
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. http://doi.org/10.1007/s11858-017-0904-2
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. http://doi.org/10.1007/s13394-017-0226-2
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. http://ncm.gu.se/nomad-artiklar
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. http://doi.org/10.1016/j.ijer.2016.02.005
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. http://doi.org/10.1093/teamat/hrw016
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. http://doi.org/10.1080/0020739X.2014.979893
Hernandez-Martinez, P. and Williams, J. (2013). “Against the odds”: resilience in mathematics students in transition. British Educational Research Journal, 39(1), 45-59. http://doi.org/10.1080/01411926.2011.623153
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. http://jampress.org/
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. http://doi.org/10.1093/teamat/hrt008
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. http://doi.org/10.1080/01411926.2011.555518
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. http://doi.org/10.1080/14794802.2011.585824
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. http://doi.org/10.1080/14794802.2011.585830
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. https://doi.org/10.1007/s10649-009-9217-x
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. http://doi.org/10.1080/02671520802048687
Hernandez-Martinez, P. (2026). Telling stories about Mathematics and its relevance: The vision behind the International Mathstory competition. In A. Rogerson & J. Morska (Eds.) Envisioning the Future of Mathematics Education: Innovations, Strategies and Challenges in the AI Era (pp.61-66). Munster: WTM. https://doi.org/10.25916/sut.31856407
Oates, G., Coupland, M., Dunn, P., Evans, T., Galligan, L. & Hernandez-Martinez, P. (2024). The Teaching and Learning of Tertiary Mathematics. In C. Mesiti, W.T. Seah, B. Kaur, C. Pearn, A. Jones, S. Cameron, E. Every, & K. Copping (Eds.) Research in Mathematics Education in Australasia 2020-2023. Springer Nature. https://doi.org/10.1007/978-981-97-1964-8
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). Mazaryk University Press. https://doi.org/10.5817/CZ.MUNI.M210-9983-2021
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. https://doi.org/10.1007/978-981-15-4269-5
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 Nature. https://doi.org/10.1007/978-3-030-37673-4
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 Nature. https://doi.org/10.1007/978-3-030-37673-4
Broughton, S., Hernandez-Martinez, P. and Robinson, C. (2020). The Effectiveness of Computer-Aided Assessment for the Purposes of a Mathematical Science Lecturer. In Management Association, I. (Ed.) Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications (pp.639-655). Hershey, PA: IGI Global.
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. https://doi.org/10.1016/B978-0-12-802218-4.00007-8
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.
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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.
Hernandez-Martinez, P. (2026). Our ‘Mathematics Problem’ has persisted for 30 years. How can we improve the school to uni transition? EducationHQ. https://educationhq.com/news/our-mathematics-problem-has-persisted-for-30-years-how-can-we-improve-the-school-to-uni-transition-214923/
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.
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.