Dr Pinky Jain

Principal Lecturer in Primary Education, School International, Primary Mathematics Lead and Interim College Director of Learning, Teaching and Quality Enhancement for College of Arts Humanities and Education

Primary Education

Contact Details

email: p.jain@worc.ac.uk
tel: 01905 542265

Pinky is passionate about education, especially the professional development of trainee teachers and the teaching of maths in schools.

Pinky taught in a range of schools and HEIs before joining the University in 2011 where she joined an enthusiastic, dedicated and committed team within the Department for Primary Initial Teacher Education. In addition to her teaching responsibilities, she leads on international development across the School of Education; is School of Education Quality Lead with specific responsibility for supporting the development of new courses, monitoring minor changes to courses and assuring the external examination process across the School of Education; is the School of Education Academic Integrity Tutor. Pinky also works with University-wide strategic committees to support ongoing development and planning.

As well as her management responsibilities, Pinky teaches on the BA QTS and PGCE (Primary Mathematics Modules, Professional Studies and Independent Research Modules), is Subject Leader for Primary Mathematics and is Programme Leader for the PGCE Mathematics Specialist Pathway. She supervises Masters research students from the UK and abroad.

Pinky completed her PhD in Primary Mathematics Education from the University of Nottingham where she developed a model to support the understanding of children's prior knowledge in the primary maths classroom.

Pinky trained as a Secondary Economics and Business Studies teacher and started her teaching career in Stoke-on-Trent. She then had the opportunity to move to USA for two years. She developed trainer training materials and trained New York Police Department emergency call handlers to use the new 911 system. She qualified as an Educational Psychologist at Teachers College, Columbia University in New York City. While at Columbia, she taught in New York City and worked on research projects which involved the use of ICT to support primary age children in developing mathematical skills. She then moved back to UK and has taught in primary schools in Birmingham and Worcestershire. Following her experience in schools, she has worked in HEIs within Primary Initial Teacher Education.



  • 2014 PhD in Education University of Nottingham. Dissertation Title: The Structure of Prior Knowledge
  • 1997 MA in Educational Psychology Teachers College, Columbia University, New York
  • 1995 BEd (Hons) Manchester Metropolitan University


  • 2016 Developing Leaders Course
  • 2014 Certificate of Education: Team Leaders Certificate
  • 2014 Validator, Children’s University
  • 2013 Fellow, Institute of Higher Education
  • 2013 Postgraduate Certificate: Teaching and Learning in Higher Education
  • 2012 Accredited Professional Development Lead, National Centre for Excellence in the Teaching of Mathematics (NCETM)

Teaching & Research

Teaching Interests

  • Primary Mathematics Teaching 
  • Primary Mathematics Specialists 
  • Professional Studies 
  • Forest Schools
  • Leadership and Management
  • School Improvement

International Teaching Experience

Ongoing project to establish new school within the district of Palitana, India – November 2016

  • Establishing values-based school within an Indian context
  • Developing teacher skills for holistic education
  • Establishing reflective practice for Indian teachers
  • Leadership skills for greater impact on learning

Workshops delivered to in-service teachers in Mumbai, India – February 2015 

  • Learner Self-motivation 
  • Procedural Variation – Supporting Mathematical Understanding 
  • School-wide Love of Reading 
  • Understanding Dyscalculia 
  • Supporting Mathematical Talk

Workshops delivered at International Conference, HAN University of Applied Sciences, Nijmegen, The Netherlands – March/April 2015 

  • Using Technology to Support Trainee Self-reflection

Workshops delivered to Study Tours for the British Council 

  • Teacher Training in the UK

Research Interests

  • Everyday Talk as a Medium for Change
  • Primary Mathematics Teaching 
  • Professional Development
  • Learning Mathematics outside the classroom environment
  • Primary Mathematics Pedagogy and Trainees’ Efficacy in School
  • Assessment in Mathematics
  • ICT in the Primary Mathematics Classroom
  • SEN and Dyscalculia

Research Projects


  • Supporting Special Education Needs Students within Mathematics across a Multi-ethnic School with Hollymount School, Black Pear Trust (Principal Investigator)
  • Effectiveness of Pre-teach as a Strategy for Narrowing the Gap in Primary Mathematics with Inkberrow First School; Flyford Flavell First School; Cherry Orchard Primary School; Upton Snodsbury First School (Principal Investigator)
  • Supporting mathematical talk in the primary classroom to increase confidence (Nattering About Numbers – Principal Investigator)
  • Working with teaching assistants to support subject knowledge development 
  • Using technology to support trainee self-reflection
  • Getting a deeper insight into commonalities and differences of beliefs concerning learning and teaching of mathematics (Mathematical Beliefs – Cultural Comparative (MBCC) – Co-investigator)
  • Development of a video library of original unscripted primary school lessons from around the world which offer everyday insight and development of ideas and resources for teachers across the world in the shape of a virtual staffroom (Lessons from Around the World – Principal Investigator)
  • Place of mathematics in a broader curriculum
  • Exploring myths around mastery within the UK
  • Effectiveness of Pre-teach as a Strategy for Narrowing the Gap in Primary Mathematics (Principal Investigator)
  • Investigating Mathematical Reasoning in the Classroom (Principal Investigator)

Research Supervision

Dr Jain supervises PhD and EdD students and would welcome enquiries regarding further study in the following areas: 

  • Primary Mathematics Education  
  • The role of talk in education and well-being 
  • Experiences of  children and young people in mathematics 
  • Comparative studies in Mathematics and culture  
  • The psychology of education, particularly in areas of holistic development of children
  • School environments and the impact on learning 

Professional Bodies

  • National Centre for Excellence in the Teaching of Mathematics (NCETM) Member 
  • Accredited NCETM Professional Development Lead
  • British Educational Research Association – Co convenor International Comparative Education SIG
  • National Primary Teacher Education Council (NaPTEC) – Vice Chair
  • Association of Mathematics Education Teachers (AMET)
  • STEMNET (Science, Technology, Engineering and Mathematics Network) - STEM Ambassador
  • CEOP (Child Exploitation and Online Protection Centre – Ambassador


Jain, P. (2019). Balancing the Equation. In, Ogier, S. (Ed.). Broad and Balanced Curriculum in Primary Schools: Teaching the Whole Child. Pp. 160-172. Sage Publishing, London.

Jain, P. and Savvides, N. (Eds.) (2019). Research Intelligence – British Educational Research Association, Issue 140, Autumn 2019.

Jain P. and Savvides, N. (Eds.) (2019). New perspectives on international, intercultural and global intelligence. Research Intelligence – British Educational Research Association, 140, 16.

Jain, P. and Hyde, R. (Eds.) (2020). Myths and Legends of Mastery in the Mathematics Curriculum. Learning Matters Series. Sage Publishing, London.

Jain, P. (2020). Introduction. In Jain, P. and Hyde, R. (Eds.) Myths and Legends of Mastery in the Mathematics Curriculum. Learning Matters Series. Sage Publishing, London.

Hyde, R. and Jain, P. (2020). Coordination of mathematics in a mastery environment. In Jain, P. and Hyde, R. (Eds.) Myths and Legends of Mastery in the Mathematics Curriculum. Learning Matters Series. Sage Publishing, London.

Jain, P. (2020). Learning from other worlds. In Jain, P. and Hyde, R. (Eds.) Myths and Legends of Mastery in the Mathematics Curriculum. Learning Matters Series. Sage Publishing, London.

Jain, P. (2020). Developing subject knowledge in mathematics – Teaching Standard 3. In Carroll, J. and Alexander, G. N. Meeting the Teachers’ Standards in Primary Schools: Understanding and Evidencing Effective Practice. Second Edition. Learning Matters Series. Sage Publishing, London.

Conference Presentations

  • Myths and Legends of Mastery AMET (The Association of Mathematics Education Teachers) and NAMA (National Association of Mathematics Advisors) Annual Conference, Manchester, February 2020
  • Nattering about Numbers, 9th Quadrennial Conference, British Congress of Mathematical Education, University of Warwick, April 2018
  • Transformative Mathematics Teacher Education, Annual Conference, ATM (Association of
  • Teachers of Mathematics), Stratford-upon-Avon, April 2017
    Mirror Mirror in the Class: Technology-Enhanced Reflection, International Conference in Learning and Teaching, HAN University of Applied Sciences, Nijmegen, The Netherlands, Mar/Apr 2015

Conference Lead

  • Organiser, School of Education Annual International Conference since June 2016
    • Education: a Global Perspective 2016
    • Education: Bridging the Gap 2017
    • Global Perspectives in Teaching Education 2018
    • Global Perspectives: Re-imagining Education, June 2019
  • Organiser, Centre for Primary Education Annual Maths Conference since March 2013
  • Organiser, Centre for Primary Education Annual Children’s Spring into Maths Day since April 2013
  • Organiser, School of Education Annual International Conference since June 2016
    • Education: A Global Perspective, June 2016
    • Education: Bridging the Gap, June 2017
    • Global Perspectives in Teacher Education, June 2018
  • Organiser, Annual Worcester Seminars, NaPTEC since March 2017
    • Mentoring and Coaching for an Enduring Primary Career, March 2017
    • They’re Talking; Who’s Listening? Wellbeing and Children’s Voices, March 2018
    • 57 Flavours: Looking at the Broad and Balanced Curriculum, March 2019
    • Leaping into the Curriculum, February 2020 (Co-organiser)

External Roles

External Responsibilities

  • Vice Chair for National Primary Teacher Education Council (NaPTEC)
    Committee Member for Association of Mathematics Education Teachers (AMET)
  • Co-convenor for the British Educational Research Association- Comparative and International Education Special Interest Group
  • CEOP Ambassador (Child Exploitation and Online Protection)
  • STEM Ambassador (Science, Technology, Engineering and Mathematics)
  • Strategic Board Member, Central Mathematics Hub
  • Strategic Board Member, Salop and Herefordshire Mathematics Hub
  • External Examiner, PGCE Maths Specialist Programme, Edge Hill University
  • Deputy Chair - Local Authority Governor and Chair of Learning and Teaching Subcommittee, Sytchampton Endowed First School
  • Chair of Trust Board, Excelsior Multi Academy Trust (Parkfield Community School, Turves Green Primary School, Green Meadow Primary School, Colmers Farm Primary School)
  • International Committee, Times College, Nanjing China
  • Governor The Learning Institute - West Country Schools Trust

Other External Engagements

  • International Comparative Education Symposium Lead, Annual Conference, BERA (British Educational Research Association), Leeds, September 2016
  • Joint Panel Chair, Teacher Education Knowledge Mobilisation Summit: UNESCO Education 2030, Association for IT in Teacher Education, BERA, the MirandaNet Fellowship and the Education Futures Collaboration charity, House of Lords, London, April 2016
  • Expert Panel Member, Advisory Group on Developing Mastery in Mathematics, UCET (Universities Council for the Education of Teachers), London, December 2015
  • Invited Attendee, Launch of ITE report, 'Beginning teaching: best in class?', ACME (Advisory Committee on Maths Education), London, November 2015


  • Reviewer, Newton Fund, British Council, May 2018
  • Reviewer, Open Access Journals from Multidisciplinary Digital Publishing Institute (MDPI), January 2018
  • International book review, Hayden, M., Thomson, J. (2016) International Schools
  • Current Issues And Future Prospects, Symposium Books, February 2017
  • Reviewer, Abstracts for BERA Annual Conference, May 2016
  • Reviewer, book proposal for “Being a Teacher – Teaching and Learning in a Global Context” by Dr Tony Cotton with Dr Lucy Cooker and Helen Toft for Routledge, February 2016