Embedded Files
Our research focuses on one big question: what experiences set children up for success, particularly in early math? We do this in several ways. Broadly, we examine the experiences (e.g., home, school) that shape children's skills that set them up for success at school entry. We also focus on understanding underlying skilsl that explain individual differences in early mathematics learning (kindergarten to third grade). We are interested in 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
What experiences shape children's readiness for early schooling? How do these experiences differ by 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?
Page updated
Report abuse