Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Mathematics Education Centre

Centre Staff

Dr Paul Hernandez-Martinez

Visiting Fellow

Tel +61392148216


I am a Visiting Fellow in the Mathematics Education Centre at Loughborough University and a Senior Lecturer in the Department of Mathematics at Swinburne University of Technology in Melbourne, Australia.

I hold a BSc in Applied Mathematics from Instituto Tecnologico Autonomo de Mexico, and an MEd and a PhD in Mathematics Education from the University of Leeds, UK. After completing my PhD, I worked as a post-doctoral researcher at The University of Manchester, and later on I took a position as Lecturer in Mathematics Education at Loughborough University before being appointed to my current post at Swinburne University.

You can visit my personal webpage for more information at http://paulhernandezmartinez.net.

Research areas

My research interests are in post-compulsory Mathematics Education. I am interested in socio-cultural and activity theory perspectives on transition (e.g. boundary crossing from school to university or from mathematics to engineering and science) and identity (e.g. how individuals negotiate their identities as university students, young adults, future professionals, etcetera, or how lecturers do reflective identity work and how this shapes their teaching practices). Using such theoretical frameworks, I have explained concepts such as resilience, alienation and relevance, and how can students develop science capital and a positive mathematical identification with the subject. More recently I am interested in conceptualising emotions and other affective issues through the lenses of these theoretical perspectives. I am also interested in investigating dialogic pedagogies, not only as a way to encourage engagement, enjoyment, collaboration and achievement in the classroom but also as a way to enable students’ active, critical and responsible participation in society. Lately I have been using Social Network Analysis in order to bring together qualitative and quantitative methodologies in a mixed methods approach to understand the study habits of mathematics undergraduates outside of lectures and tutorials.