Professional Development

We know that parental engagement in mathematics learning is associated with good outcomes for children. However, parental engagement interventions often fail to improve learning. Drawing on over 10 years of research in this area, Professor Tim Jay talks about why out-of-school mathematics thinking and learning is so important, why parental engagement interventions often don’t achieve their aims, and how an alternative approach to working with parents can help.

Tim Jay is Professor of Psychology of Education in the Centre for Mathematical Cognition. Tim has a background in psychology and in mathematics teaching. His main research focus is on using design research methods to translate insights from psychology and neuroscience to create new findings and impact in formal and informal education contexts. He also has an interest and experience in leading large-scale evaluations of education interventions.

Ages: Early Years, Primary and Secondary