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Hayley Ryder


Evaluating the increase in student wellbeing brought about by informal online sessions and computer generated worked examples on a level 3 pure maths module

  • Hayley RyderTacey O'Neil
  • Issue: student well-being and anxiety. Accessibility of tutorial type resources.

    Many students experiencing problems with abstract mathematics either already experience maths anxiety or develop it. They can also lack self-efficacy and mathematical resilience.

    November 2020 to September 2023

    Does the provision of an `own working space’ for tutors enhance the learning experience for students?

  • Hayley RyderTacey O'Neil
  • In response to the group tuition policy (GTP), on M303 we designed a comprehensive list of about 60 tutor-led cluster-level tutorials to replace the standard 7 tutorials per group in a cost neutral way.

    January 2018 to February 2024

    Use of OULive recordings of `live mathematics’ and discussion forums on a level 3 Pure mathematics module in order to enable students to move to a growth mindset in maths and to add a social dimension to learning mathematics

  • Hayley RyderTacey O'Neil
  • There is much research regarding students who struggle mathematically early (school, Y1 UG) but not for good students who `hit a wall’ at level 3. Some persevere while others drop-out.

    October 2017 to September 2024

    Use of STACK to generate formative assessment for level 3 Pure mathematics

  • Hayley Ryder
  • Highly Commended at the 3rd eSTEeM Scholarship Projects of the Year Awards 2020 under the category - Innovative/Original Approach to Teaching.

    October 2016 to November 2019