Children’s early numerical knowledge can lay an important foundation for later mathematical achievement. In the ECI Lab, we examine the development of children’s early mathematical abilities and contributors to individual differences in these skills, such as executive functioning. We also examine how children use problem-solving strategies, such as gestures, in math contexts.

Recent studies:

Gordon, R. & Ramani, G. B. (2021). Integrating embodied cognition and information processing: A combined model of the role of gestures in children’s mathematical abilities. Frontiers in Psychology – Cognition, 12, 1-17. https://doi.org/10.3389/fpsyg.2021.650286

Scalise, N., Daubert, E. N., & Ramani, G. B. (2021). When one size does not fit all: A latent profile analysis of low-income preschoolers' math skills. Journal of Experimental Child Psychology, 209, 105156. https://doi.org/10.1016/j.jecp.2021.105156

Joint play and activities with peers and adults provide children with unique opportunities to learn, practice, and develop their math skills. Our lab examines age-appropriate ways to promote early mathematics skills in young children through play and number-related activities, such as play with board games, card games, apps, and blocks.

Recent studies:

Scalise, N. R., DePascale, M., Tavassolie, N., McCown, C., & Ramani, G. B. (2022). Deal me in: Playing cards in the home to learn math. Education Sciences, 12(3), 190. https://doi.org/10.3390/educsci12030190

Ramani, G. B., Daubert, E. N., Lin, G. C., Kamarsu, S., Wodzinski, A., & Jaeggi, S. M. (2020). Racing dragons and remembering aliens: Benefits of playing number and working memory games on kindergartners’ numerical knowledge. Developmental Science, 23(4), 1-17. https://doi.org/10.1111/desc.12908

Children’s early experiences and interactions at home can contribute to their mathematical knowledge. In our studies, we are interested in the kinds of games and activities families engage in at home that could contribute to their math and problem-solving skills. We also aim to understand how families interact while engaged in these activities by examining parent-child interactions.

Recent studies:

DePascale, M., Prather, R., & Ramani, G. B. (2021). Parent and child spontaneous focus on number, mathematical abilities, and mathematical talk during play activities. Cognitive Development, 59, 101076. https://doi.org/10.1016/j.cogdev.2021.101076

Eason, S. H. & Ramani, G. B. (2020). Parent-child math talk about fractions during formal learning and guided play activities. Child Development, 91(2), 546-562. https://doi.org/10.1111/cdev.13199