Dr Maria D Ryan Assistant Professor in Business at MIC Thurles School of Education (Post-Primary)
Dr Maria D Ryan is an Assistant Professor in Business at MIC Thurles School of Education (Post-Primary).
What did you study as an Undergraduate and Postgraduate?
At undergraduate level, I did the BA in Liberal Arts at MIC taking German and Mathematics as my subject specialisms. My undergraduate dissertation was inspired by my interest in German history and my off-campus placement in Leipzig, Germany in the mid-1990s. It explored the role of the Evangelical Church in the peaceful reunification of Germany with emphasis on the Monday demonstrations at Leipzig.
My postgraduate journey epitomises that of a lifelong learner moving in varied directions:
Starting with a Master of Arts degree in German Linguistics from University College Dublin, my thesis explored Abtönungspartikel im Deutschunterricht (the use of Modal particles in the Leaving Certificate German curriculum).
A few years later I pursued a Postgraduate Diploma in Computing Science at Griffith College Dublin, the culmination of which was a research project exploring the feasibility of implementing a computing system for a small business.
My interest in computing for business spurred me to undertake a Master of Science in Information Technology for Strategic Management at Dublin Institute of Technology. My Master’s thesis explored training and development practices for augmenting competitive advantage in small and medium hospitality enterprises, and for which I was awarded the Jacinta O’Boyce gold medal for best dissertation.
Most recently and inspired by my work teaching service mathematics to prospective second-level teachers, I completed my PhD in Mathematics Education at the University of Limerick in 2019. My doctoral thesis focused on the extent and derivation of mathematics anxiety among mature students in Ireland.
Tell us a bit about your research
I am passionate about understanding and addressing mathematics anxiety, and supporting students, teachers, parents, and anyone else with an interest in this area. My research explores the deep negative emotional responses many people experience when they engage with mathematics or think about doing mathematics, and how these adverse feelings can be alleviated and transformed through the development of mathematical resilience.
Much of my research has had a particular focus on mathematics anxiety among students in higher education contexts, and includes quantitative, qualitative and mixed methods studies on their experiences with mathematics anxiety and how it develops over time and in particular contexts. My research publications and presentations span national and international forums and networks. I actively promote my research through public outreach, including webinars, workshops, podcasts, and media engagements.
I am especially committed to disseminating my research in ways that are meaningful and useful to educators, support staff, and learners at all levels. In this regard, I co-founded the Irish branch of the Mathematical Resilience Network (MRN) in 2023, which supports teachers and educators to understand and alleviate mathematics anxiety through professional development initiatives. The MRN Ireland branch proactively collaborates with and draws upon the expertise and experience of other MRN branches around the world through conferences, webinars, and publications.
The most powerful part for me has been watching how the outcomes of my research have informed and improved practice, and in turn have positively influenced the teaching and learning of mathematics. For me, it is about making an impact and observing real change, while growing my own voice as a practitioner-researcher.
What do you enjoy most about undertaking your research projects?
What I love most is seeing the real-world impact of my work. I believe that education research endeavours are most impactful when they extend beyond academia, especially through school level collaboration and engagement, teacher professional development, and contribution to policy development and enhancement.
I am deeply passionate about taking the fear out of learning mathematics and helping to advocate mathematics as a subject that feels accessible and empowering to all. So, helping someone who once felt helpless around mathematics begin to feel capable and confident is incredibly rewarding. And helping teachers and support staff to be more aware of how they can help their students be less anxious about mathematics is equally fulfilling, as it fosters positive change in the classroom and beyond.
I also believe in the importance of engaging with parents and caregivers to help them understand the impact of mathematics anxiety and how they can help their children – and themselves – feel better about engaging with mathematics. Such collaboration can help to create a more supportive and positive environment for learning mathematics and can nurture confidence, curiosity, and lifelong learning.
Do you have any advice for someone considering taking up a postgraduate programme by research?
Choose a topic that genuinely interests you, and this will sustain your curiosity, your motivation, and the journey! Consider a research question that is based on your real-world experience; this will enhance the relevance of your research to your practice.
Find a supervisor who supports your ideas and can effectively mentor you through the highs and the lows of the process. Engage with any opportunity to connect with peers who are doing the same level of research – networking and moral support are essential throughout your postgraduate programme!
Finally, don’t put it off, just do it! It may never seem like there is an ideal time to undertake postgraduate studies, but you will be glad you did, and the rewards will far outweigh the challenges.
What do you like about supervising students?
I thoroughly enjoy and am honoured to supervise students because they bring new perspectives to and extend the research discipline. I was fortunate to have had very positive experiences of supervision during my PhD and Master's journeys, and that has influenced how I supervise my students. I have been a supervisor at many levels, including undergraduate dissertations, as well as action research projects for the Postgraduate Diploma in Mathematics for Teachers (UL), and Master’s and Doctoral theses.
The supervision process aligns with my values as an academic, particularly having empathy; sharing with, supporting, and guiding others; providing moral support during challenging times; and demonstrating rigour and effectiveness through how I approach my supervisory responsibilities.
As a supervisor, I offer my students a diverse range of professional and personal experiences to help them navigate their research journeys. It is a very supportive role: you draw upon and consolidate your expertise and your experiences to be your student’s mentor; you advise and challenge them; you give them constructive feedback; and you witness their progress and development over time. I enjoy being an individual supervisor as well as co-supervisor. It gives me great pleasure to supervise students, as I am constantly learning from them, and that is very rewarding.
