Hefin Williams

Hefin Williams serves as Associate Head of Early Years Education at Edge Hill University's Faculty of Education, a position she assumed in 2023 after previously serving as BA Hons Early Years Education with QTS Programme Leader since 2013. Her academic journey began with a BA Hons in Economics from University College Staffordshire (1989), followed by a PGCE in primary education specializing in early years, and an MA in Mathematics Education from University College London (1999).

• Economics, BA, University of Staffordshire (1986-1989)
• Mathematics Education, MA, University College London (1999)

Williams' research centers on mathematics education in early years contexts, particularly examining how mathematics homework can facilitate parental involvement in learning. Her work investigates strategies for supporting more able mathematicians and enhancing children's self-efficacy through structured homework practices. The research demonstrates consistent focus on practical applications of educational theory in real classroom settings, with particular attention to diverse learning environments including those with children speaking English as an additional language and those with special educational needs.

Her scholarly contributions reveal a clear trajectory examining the intersection of homework design, parental engagement, and mathematical problem-solving skills. The 2021 article evaluating a pilot study demonstrates methodological rigor in assessing educational interventions, while the 2020 work on assessment for learning connects homework practices to formative assessment strategies. The 2017 publication establishes foundational work on self-efficacy development through parental involvement.

Williams has secured research funding for the project 'Mathematics problem solving homework and parental involvement in learning' (2016-2017), demonstrating her capacity to lead scholarly investigations in her field. Her work contributes to Sustainable Development Goal 4 (Quality Education) through research that enhances teaching practices and learning outcomes in early years mathematics.

With teaching experience spanning inner-city schools in Cardiff and London (specifically on the Islington/Hackney border), Williams brings extensive practical classroom experience to her academic role. Her background teaching in environments with high numbers of children with English as an additional language and special educational needs informs her research perspective on inclusive mathematics education.