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In our research we focus on understanding underlying cognitive processes that explain individual differences in early mathematics learning (kindergarten to third grade). We primarily on the role of executive functions - a set of core cognitive processes that regulate our thoughts, behaviors, and emotions - in how children learn mathematics. We use this information to design effective learning materials based on cognitive science. Below are topics and questions that we address in our research.
Educational Inequity at School Entry and in Early Childhood
Educational Inequity at School Entry and in Early Childhood
How do students’ early home and school experiences promote or inhibit executive functions and math skills and how do these experiences differ based on students’ race/ethnicity and family resources?
Measurement and Co-Development of Executive Function and Math Skills
Measurement and Co-Development of Executive Function and Math Skills
How and why do executive functions relate to mathematics achievement? Relatedly, how can we accurately capture children's skills in these areas that honor their cultures, backgrounds, and experiences?
Using Cognitive Science Principles to Improve Learning Materials
Using Cognitive Science Principles to Improve Learning Materials
How can teaching and material presentation compensate for lower executive function or math task performance?
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