Lab members
Lab members
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I study how people learn and understand mathematics, from early intuitive ideas to formal mathematical knowledge. I am especially interested in the cognitive processes that support mathematical thinking, such as attention, inhibition, working memory, language, and the ability to connect quantities, symbols, and relations.
Much of my current work focuses on early mathematical development. I study how preschool children understand number and zero, how they move from everyday ideas such as “nothing” or “empty” to formal numerical concepts, and how this knowledge can inform early mathematics education. I am also interested in geometry learning, and in the way executive functions support children’s and adults’ ability to solve geometrical problems.
My broader goal is to connect research in mathematical cognition with educational practice. By understanding how mathematical ideas develop, and where children may struggle, we can design better tasks, teaching materials, and curricula for early mathematics education.
Danit Ester Rubinste , PhD student, Math education
My research focuses on the relationship between cognitive processes, particularly inhibition, and geometric thinking, with the aim of understanding how cognitive control mechanisms influence problem solving in geometry and mathematical learning.
I have extensive experience teaching mathematics and physics, and I am interested in the connection between cognitive research, mathematics education, and teaching and learning processes. I aim to develop knowledge that will contribute both to the theoretical understanding of mathematical thinking and to educational applications in practice.
With many years of teaching experience and a Master’s degree in Mathematics Education, I have developed a strong interest in the cognitive aspects of mathematics learning. My academic and professional journey has been guided by a desire to understand how students think, learn, and develop mathematical understanding. I am particularly interested in rethinking and restructuring mathematics instruction in ways that deepen students’ conceptual understanding, strengthen their mathematical reasoning, and help them become more fluent, confident problem solvers.
Hissen Ghadban, PhD student, Math education
Hissen Ghadban, PhD student, Math education
I am interested in how the brain understands and learns mathematics, and also in identifying the cognitive factors and mechanisms affecting the developmental process of mathematical and geometrical thinking.
Knowing how the brain learns mathematics, and understanding the cognitive processes that affect mathematical thinking, are the first steps that will enable us in the future to teach mathematics and geometry more effectively, and in a manner that is as personally compatible as possible.
Mathematics in my opinion is another universal language that no matter the culture you come from, you can still read or solve a mathematic problem. As a matter of fact, one of the first things we teach our babies in their early years are numbers and quantities. I am interested in knowing how our brain understands mathematics problems and which cognitive factors can affect our accuracy in solving such problems.
Alumni
Alumni
Mathematics is a culture for each of us, a language we have been exposed to ever since we were born, so I am fascinated with mathematical cognition. As a math teacher, I observe the difficulties that exist in children's performances. My aim is to explore how the way we perceive the world affects the development of math abilities.
Math is an integral part of the successes in our life, and that`s the reason why I interested in the mathematical cognition. As a math teacher, I see the difficulties that existing in children’s performances. My purpose is to understand the source of the concept of numbers and to translate theoretical knowledge into practical steps towards improving math curricula.
Mathematics competency is proved to be vital for all species. My interest is in the building blocks of mathematics; are mathematical abilities something you are born with, how does the brain process magnitudes and how can we help learners acquire intuitive mathematical abilities
The field of geometry is considered a major subject in mathematics. However, it is considered difficult for both its learners and its teachers. It is interesting to test whether there is a relationship between cognitive abilities in a geometrical context and cognitive abilities in a general context. The research on the subject expands our understanding in the study of geometry and allows for various developments to improve the abilities in solving geometric tasks.
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