Contact
Biography
I grew up in Rugby in the Midlands where I found a love for mathematics at a very early age because I didn't want to lose the 'timestable game' in year 4. I achieved a first class integrated Masters degree in Mathematical Sciences (Ecology and Evolution) at the University of Exeter Penryn campus in Cornwall. Specially designed modules helped experience interdisciplinary work right form the beginning where group projects with bioscientists, geographical scientists, and engineers were completed. Modules outside of mathematics, disciplines such as business, biological sciences, geographical sciences and engineering could be taken alongside core mathematics modules. I tailored my degree down the biological route where I got to travel to Kenya for 3 weeks for a field course. However, both my dissertations were centered on improving mathematics education: "Improving the teaching of statistics through the use of interactive digital technology" and "Modeling university educational scenarios to test implementation of mathematical teaching techniques". I graduated online during the height of the pandemic and two months later began a PhD at Coventry University researching "Mathematics and Statistics Support in the New Normal", where I was also a mathematics tutor for their support centre.
I have been involved in outreach work throughout my academic career, recruited as a student ambassador and senior student ambassador for the University of Exeter, and an ambassador and mentor for ThinkHigher, the Coventry and Warwickshire branch of the Uni Connect national outreach programme. Here I mentored year 7-9 students in local authority care supporting their educational progression, and visited year 10-13 students helping to bridge the gap between secondary and higher education.
Expertise Summary
Mathematics Education - Specialising in Mathematics and Statistics support services
Teaching Summary
Mathematics, Mathematics support
Research Summary
"Transitions to University Mathematics" | Postdoc
Exploring the process some students go through during the transition from A level to undergraduate mathematics, with a focus on under-represented groups as defined by sex, ethnicity or socio-economic status. Understanding how access to interventions and initiatives at individual, school or university level can influence that process.
Recent Publications
Past Research
Mathematics and Statistics Support in the New Normal | PhD
A mixed methods three-phase investigation exploring the influence of the global COVID-19 pandemic on Mathematics and Statistics Support (MSS) and its effectiveness at institutions both in and outside of the UK. Phase one was a longitudinal exploration into how provision, and the opinion of those who provide it, had changed since the pandemic began. Phase two looked at those for whom MSS is provided, both users and non-users, with a focus on barriers to engagement. Finally, a comparison of the pedagogy of online support to that in-person was the focus of phase 3. Methodology included questionnaires, interviews, focus groups and observations, with both quantitative and qualitative data collected. Ultimately, findings from each phase informed a framework of recommendations for good practice of MSS in our new normal, suggesting potential solutions to discovered barriers.