Professor Tim Jay BSc, PGCE, PhD
Professor of Psychology of Education
Summary
Tim Jay is Professor of Psychology of Education in the Sheffield Institute of Education. He came to Sheffield Hallam in 2014, after six years as lecturer and then senior lecturer in psychology of education at the University of Bristol.
Tim has a background in psychology and in mathematics teaching. His main research interests are focused on individual differences in the ways that young children learn about number and mathematics.
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About
Tim’s recent work has looked at children’s out-of-school mathematics learning. Part of this research, a 2-year project funded by the Leverhulme Trust, involved work with primary school children to document and then ‘find the maths’ in their out-of-school lives. This led to a second 2-year project, funded by the Nuffield Foundation, working with parents to design and evaluation a series of workshops designed to empower parents to support their children’s mathematics learning through the sharing of mathematics in everyday life.
Tim has a particular interest in interdisciplinary theory and method in Education. He is currently leading a project, funded by the Leverhulme Trust, developing video games to promote young children’s symbolic number sense. He is also interested in ways that social and cognitive factors interact in children’s learning.
- Early years
- mathematics learning
- interdisciplinary research
- out-of-school learning
- family learning
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Teaching
Department of Teacher Education
Social Sciences and Humanities
My research centres on children's mathematics learning. More specifically, I am interested in the ways that individual differences in cognitive and social factors affect children's experience of the mathematics classroom.
I have led projects funded by Sustrans, QCA, the Leverhulme Trust, and the Nuffield Foundation, and have been involved in a number of other research projects led by colleagues, with funding from the EEF and the Royal Society.
Lead on regulated funding strategy in SIOE
White Rose Doctoral Training Partnership pathway director for Education, Childhood and Youth
Convenor for the Research Methodology in Education SIG for the British Educational Research Association
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Research
RAIDING: Researching adaptivity to individual differences in number games. November 2016 -November 2018, £130,000, funded by the Leverhulme Trust. Tim Jay (PI), Jake Habgood (Computer Science, SHU), Paul Howard-Jones (Education, Bristol).
The Everyday Maths Project. October 2013 – January 2016, £130,000, funded by the Nuffield Foundation.
Exploring the mathematics in children’s out-of-school economic activity. October 2011 – October 2013, £90,000, funded by the Leverhulme Trust.
- Royal Society
- ESRC
- Leverhulme Trust
- Nuffield Foundation
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Publications
ROSE, Simon, HABGOOD, Jacob and JAY, Tim (2018). Pirate plunder: game-based computational thinking using scratch blocks. In: Proceedings of the 12th European Conference on Games Based Learning. Academic Conferences and Publishing International Limited.
JAY, Tim, ROSE, Jo and SIMMONS, Ben (2018). Why is parental involvement in children's mathematics learning hard? Parental perspectives on their role supporting children's learning. Sage Open, 8 (2), 1-13.
MEES, Martyn, JAY, Tim, HABGOOD, Jacob and HOWARD-JONES, Paul (2017). Researching adaptivity for individual differences in numeracy games. In: CHI PLAY '17 Extended Abstracts : Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play. ACM Press, 247-253.
MEES, Martyn, JAY, Tim, HABGOOD, Jacob and HOWARD-JONES, Paul (2017). Researching adaptivity for individual differences in number games. In: CHI PLAY '17 : ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play, Amsterdam, 15-18 October 2017.
ROSE, Simon, HABGOOD, Jacob and JAY, Tim (2017). An exploration of the role of visual programming tools in the development of young children’s computational thinking. Electronic journal of e-learning, 15 (4), 297-309.
JAY, Tim, WILLIS, Benjamin, THOMAS, Peter, TAYLOR, Roberta, MOORE, Nicolas, BURNETT, Cathy, MERCHANT, Guy and STEVENS, Anna (2017). Dialogic Teaching : Evaluation Report and Executive Summary. Project Report. London, UK, Education Endowment Foundation.
JAY, Tim and BETENSON, Julie (2017). Mathematics at your fingertips: Testing a finger-training intervention to improve quantitative skills. Frontiers in Education, 2, p. 22.
JAY, Tim, ROSE, Jo and MILLIGAN, Lizzi (2017). Adoption, adaptation, and integration: renegotiating the identity of educational research through interdisciplinarity. International Journal of Research and Method in Education, 40 (3), 223-230.
JAY, Tim, ROSE, Jo and SIMMONS, Ben (2017). Finding ‘mathematics’: parents questioning school-centred approaches to involvement in children’s mathematics learning. School Community Journal, 27 (1), 201-230.
OTSUKA, Kaoru and JAY, Tim (2017). Understanding and supporting block play: video observation research on preschoolers’ block play to identify features associated with the development of abstract thinking. Early Child Development and Care, 187 (5-6), 990-1003.
HOWARD-JONES, Paul and JAY, Tim (2016). Reward, learning and games. Current Opinion in Behavioral Sciences, 10, 65-72.
HOWARD-JONES, Paul, JAY, Tim, MASON, Alice and JONES, Harvey (2016). Gamification of learning deactivates the Default Mode Network. Frontiers in Psychology, 6 (1891), 1-16.
JAY, Tim and XOLOCOTZIN, Ulises (2015). Breaking barriers between out-of-school and classroom mathematics with documenting. In: CROMPTON, Helen and TRAXLER, John, (eds.) Mobile Learning and Mathematics. New York, Routledge, 86-95.
STANTON FRASER, Danaë, JAY, Tim, O’NEILL, Eamonn and PENN, Alan (2013). My neighbourhood: Studying perceptions of urban space and neighbourhood with moblogging. Pervasive and Mobile Computing, 9 (5), 722-737.
JAY, Tim (2012). The possibility and importance of postperspectival working. Educational Research Review, 9, 34-46.
JAY, Tim (2012). First- and second-order reactivity to verbal protocols: an example from a study on strategy variability. International Journal of Research & Method in Education, 35 (2), 181-194.
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