Tim Jay
Biographic Data
| ID | 1205112 |
|---|---|
| NAME | Tim Jay |
| GIVEN NAMES | Tim |
| FAMILY NAME | Jay |
| SIGNATURE | JAY T |
| AFFILIATIONS | University of Nottingham |
| ORCID | 0000-0003-4759-9543 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Looking to the future
The Effectiveness of a Cover-Copy-Compare App for Developing Secondary School Students’ Mathematical Procedural Fluency with Straight-Line Graphs
Cover-copy-compare (CCC) is a simple, self-managed process that enables students to develop fluency in important facts and procedures through modelling, practice and corrective feedback. CCC has been studied at primary-school-level mathematics, but not with the complex, multi-step kinds of procedures used at secondary school (age 11 and above). This paper reports on a randomised controlled trial involving 224 students (ages 14–16) comparing a nov…
No evidence that playing a linear number board game improves numerical skills beyond teaching as usual
Early numerical skills are important not only for later mathematical achievement but for overall achievement and are associated with later income, health, and quality of life. Socioeconomic disparities in numerical skills are visible before children begin school, and widen throughout schooling. It is, therefore, important to support the development of early numerical skills in children from lower socioeconomic backgrounds. Previous studies have h…
Children's perspectives on their economic activity—Diversity, motivations and parental awareness
This research investigates how children from an affluent city in the UK exercise agency to construct their economic worlds. A survey ( n = 484) showed that children (ages 10 to 14 years) conduct a range of monetary and non‐monetary activities. A second study ( n = 83) with diaries, self‐documentation, and parental questionnaires, showed that children's economic activity involves individual and social motivations, occurs in formal and informal con…
Why Is Parental Involvement in Children's Mathematics Learning Hard? Parental Perspectives on Their Role Supporting Children's Learning
This article focuses on parents' experiences and practices supporting children's mathematics learning. We employ a conceptual framework that makes a distinction between school-centered and parent-centered approaches to parental involvement in children's learning. We review literature showing that aspects of both school-centered and parent-centered approaches can be problematic, and explore this further in a group interview study. Group interviews…
Why Is Parental Involvement in Children's Mathematics Learning Hard? Parental Perspectives on Their Role Supporting Children's Learning
This article focuses on parents' experiences and practices supporting children's mathematics learning. We employ a conceptual framework that makes a distinction between school-centered and parent-centered approaches to parental involvement in children's learning. We review literature showing that aspects of both school-centered and parent-centered approaches can be problematic, and explore this further in a group interview study. Group interviews…
Why Is Parental Involvement in Children's Mathematics Learning Hard? Parental Perspectives on Their Role Supporting Children's Learning
This article focuses on parents' experiences and practices supporting children's mathematics learning. We employ a conceptual framework that makes a distinction between school-centered and parent-centered approaches to parental involvement in children's learning. We review literature showing that aspects of both school-centered and parent-centered approaches can be problematic, and explore this further in a group interview study. Group interviews…
Children's perspectives on their economic activity—Diversity, motivations and parental awareness
This research investigates how children from an affluent city in the UK exercise agency to construct their economic worlds. A survey ( n = 484) showed that children (ages 10 to 14 years) conduct a range of monetary and non‐monetary activities. A second study ( n = 83) with diaries, self‐documentation, and parental questionnaires, showed that children's economic activity involves individual and social motivations, occurs in formal and informal con…
No evidence that playing a linear number board game improves numerical skills beyond teaching as usual
Early numerical skills are important not only for later mathematical achievement but for overall achievement and are associated with later income, health, and quality of life. Socioeconomic disparities in numerical skills are visible before children begin school, and widen throughout schooling. It is, therefore, important to support the development of early numerical skills in children from lower socioeconomic backgrounds. Previous studies have h…
The Effectiveness of a Cover-Copy-Compare App for Developing Secondary School Students’ Mathematical Procedural Fluency with Straight-Line Graphs
Cover-copy-compare (CCC) is a simple, self-managed process that enables students to develop fluency in important facts and procedures through modelling, practice and corrective feedback. CCC has been studied at primary-school-level mathematics, but not with the complex, multi-step kinds of procedures used at secondary school (age 11 and above). This paper reports on a randomised controlled trial involving 224 students (ages 14–16) comparing a nov…
Looking to the future
Psychology (4 works) · Developmental psychology (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Parental Involvement in Education (2 works) · Agency (philosophy (1 work) · Child Development and Digital Technology (1 work) · Collaborative Teaching and Inclusion (1 work) · Computer Science (1 work)