Understanding children's informal mathematics experiences

These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.

Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.

The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £19,000 (tbc) per annum for three years (subject to satisfactory academic performance).

This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.

Cahoon, A., Jiménez Lira, C., Estévez Pérez, N., Benavides Pando, E. V., Campver García, Y., Paz García, D., & Simms, V. (Accepted/In press). Meta-analyses and narrative review of home-based interventions to improve literacy and mathematics outcomes for children between the ages of 3 and 5 years old. Review of Educational Research .

Ellis, A., Cosso, J., Duncan, R. J., Susperreguy, M. I., Simms, V., & Purpura, D. J. (2023). International comparisons of the home mathematics environment and relations with children's mathematical achievement. British Journal of Educational Psychology, 1-17. Article e12625. Advance online publication. https://doi.org/10.1111/bjep.12625

Hornburg, C., Borriello, G., Kung, M., Lin, J., Litowski, E., Cosso, J., Ellis, A., King, Y., Zippert, E., Cabrera, N., Davis-Kean, P., Eason, S., Harte, S., Iruka, I., LeFevre, J-A., Simms, V., Susperreguy, M. I., Cahoon, A., Wai Lan Chan, W., ... Purpura, D. (2021). Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective. Journal of Numerical Cognition, 7(2), 195-220. https://doi.org/10.5964/jnc.6143